The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community-college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple-case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e-journals. Thorough within- and cross-case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.

中文翻译：

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语言学习者的数字素养：关注学生的信息素养和在线阅读实践

技术和互联网的广泛使用改变了许多语言学习者的日常实践，包括识字。虽然有许多研究关注语言学习者的数字素养，但很少有人使用社交书签工具探索语言学习者的数字信息素养和在线阅读实践，尤其是在社区大学环境中。我们通过调查社区大学语言学习者在社交书签时的数字素养来解决这一差距，重点是从生态角度关注数字信息和在线阅读实践。在这项定性的多案例研究中，重点参与者是五名英语学习者，他们是在美国东北部社区学院学习英语作为第二语言写作课程的学生。数据收集包括访谈、观察和研究人员的电子期刊。对数据的全面内部和跨案例分析表明，语言学习者搜索数字文本并根据相关性、可靠性、兴趣、语言以及在社交书签工具中对他们和他们的学习社区的重要性对其进行评估。参与者在搜索引擎中的结果数量、关键字以及数字文本的相关性和可靠性评估方面苦苦挣扎。我们展示了对语言学习者数字信息素养实践的更多指导、支持和指导的需求，以及为学生提供阅读数字文本机会的好处。我们对未来研究的建议包括调查多模态的作用和影响语言学习者的其他因素