@incollection{ivana2014interactive,
  abstract = {The ultimate goal of this chapter is to theorize on CLIL in the context of multiliteracy pedagogy, with a special focus on digital literacy, and developed to meet the challenges of multimodal representations in our modern world. The result is an integrative model of CLIL.
Section 2 focuses on language teaching and, in particular, on CLIL meth-odology describing its links with multiliteracies and the requirements of the new globalized world suggesting the significance of digital literacy in modern society and the reasons why teachers, CLIL teachers in particular, should perhaps take a greater interest in the way digital literacy relates to the sub-ject they teach. Section 3 looks at the role of technology in education and specifically at the way technology supports can be expected to affect the theoretical model underlying CLIL. It discusses the support students, and perhaps teachers and researchers as well may need in order to fully benefit from their engagement with technology in an educational environment and the potential for digital literacy to be integrated into the CLIL classroom.
},
  added-at = {2013-12-19T16:45:31.000+0100},
  address = {Frankfurt am Main},
  author = {Marenzi, Ivana},
  biburl = {https://www.bibsonomy.org/bibtex/23b2b23e7b2fa0a323ea29fbc9f4bcb51/marenzi},
  booktitle = {Content and Language Integrated Learning (CLIL) by Interaction},
  editor = {Rita, Kupetz and Carmen, Becker},
  interhash = {a88a55fd7a3f7980a2c3816cbae30fdd},
  intrahash = {3b2b23e7b2fa0a323ea29fbc9f4bcb51},
  keywords = {learning learnweb20 myown sysrelevantforl3s},
  pages = {75-99},
  publisher = {Peter Lang},
  timestamp = {2015-03-05T16:27:55.000+0100},
  title = {Interactive and collaborative supports for CLIL: towards a formal model based on digital literacy.},
  year = 2014
}