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        […] The action research cycle results show that task design should follow a certain sequence: First, tasks should focus on gaining an understanding of the e-literacy skills required when working with tools such as forums, wikis, and social bookmarking sites for language learning and teaching purposes. Ideally, this understanding should enable teachers to provide a rationale for using bespoke tools. Next, tasks should raise their awareness of a tool’s specific affordances, i.e. the constraints and possibilities of the modes available for meaning making and communication (Hampel & Hauck, 2006). This will allow the teachers to move to the next level of Hampel and Stickler’s (2005) skills pyramid by fostering their multimodal communicative competence and thus their professional literacy (Willis, 2001). These steps are a prerequisite for the subsequent phase in which teachers themselves design tasks with the goal of fostering, in turn, their learners’ multimodal competence and autonomy since merely equipping learners with creative and democratic representational online resources will not necessarily result in higher student control over the learning process or the development of autonomy (Hampel & Hauck, 2006).

(Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck. Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Adaptado)