ABSTRACT
This chapter focuses on research findings in relation to learner autonomy, critical thinking and student voice. The teacher's key role is to create and maintain a learning community; if teachers stop teaching, most learners will stop learning. From this perspective, it is the nature of the pedagogical dialogue that frames learning. As part of this process towards learner autonomy, young people need to be reflective and develop the ability to self-assess their learning. Project-based learning is viewed as particularly significant in developing learner autonomy as students learn to set goals, design schedules, evaluate progress and revise their work. Creating multilingual digital stories is a complex, highly demanding activity. Multiliteracy involves a very complex set of skills and students acquire valuable linguistic, organisational and higher order thinking skills when engaging in a creative process over an extended period of time.
