1 Digital literacy
1.1 Clarification of adopted terminology
1.2 Evolution and diversity of models
1.3 Digital literacy: selected components
1.3.1 Technology literacy
1.3.2 Meaning-making literacy
1.3.3 Interaction literacy
1.3.4 Ethical and critical framework
1.4 Developing digital literacy
1.5 Implementation
2 Autonomy
3 Socio-interactional approach
3.1 Communicative competence and interactions
3.1.1 Communicative competence: an overview
3.1.2 Placing social interactions at the forefront
3.1.3 Social interactions as key elements of the meaning-making process
3.1.4 Language productions with no direct interaction: example of literary texts
3.1.5 Summary – Towards a socio-interactional competence
3.2 Main features of the socio-interactional approach
4 Real-world tasks
4.1 Defining a ‘task’
4.2 Selected characteristics of a task
4.3 Types of tasks
4.3.1 Tasks and real life
4.4 The dual focus of real-world tasks on the web 2.0
4.4.1 Grounding in everyday life
4.4.2 Educational grounding
4.5 Benefits of real-world tasks
4.5.1 Dual authenticity
4.5.2 Opening up to the world – (inter)acting outside the classroom
4.5.3 Overcoming the limitations of the (language) classroom
4.5.4 Real-world tasks and motivation
4.5.5 Learning to be more thorough
4.5.6 Language learner as language user
4.5.7 Learner’s right to speak and empowerment
4.5.8 Benefits of online language and social interactions
4.6 Real-world task or project?
5 Teacher role(s) in a socio-interactional approach
5.1.1 An evolving role?
5.1.2 What the role does not involve
5.1.3 What the role does involve
6 Perspectives
7 Task sample
8 Bibliography
