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Language Learner 2.0: New Skills and Competences Learner 2.0 ELIZABETH M.C. GUERIN, MARIA ELISABETTA CIGOGNINI AND MARIA CHIARA PETTENATI In the 21st century, perhaps more than ever before, learning must be thought of as an ongoing and reiterative process which requires the development of specific enabling skills on the part of the learner in an ever-changing world. This is especially true if the learner is to achieve meaningful learning experiences through the use of digital media and new online technologies and participation in online com- munities, be they formal as in the case of Telecollaboration 2.0 or informal. The speed with which technology is changing is reflected in the speed with which these new technologies, gadgets, and tools are becoming part of our daily lives. However, what may be more sig- nificant is the way in which, even unwittingly, these changes impact our lives. In the context of education, it may be argued that social networking and Web 2.0 tools are the driving forces of change that are impacting learning from the bottom-up. This is in stark contrast to the more traditional model by which new technologies are im- posed in a top-down manner by administrations and/or institutions. As these socially-based platforms and tools continuously evolve, the emphasis in learning moves from the tools (objects) to the actors (sub- jects), with the accent on the learner as a developing continuum in terms of learning skills and expertise. Social networking environments, slide and video-sharing web- sites, online video games, and mobile...