Abstract
If we accept the argument that "literacy" can be plural and new, we still need to uncover how principles guiding new literacies can be applied in teaching, research, and technology policy in CALL contexts. This paper explores how context might influence the ways in which these general principles are implemented in a variety of cultures and CALL contexts, including Saudi Arabia, Libya, the U.S., and India. In addition, it suggests research directions that might lead to a better understanding of these principles. The paper concludes with implications and suggestions for CALL research, pedagogy, and practice across contexts.
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