Writing the Future in the Digital Age
Literacy Volume 41, Number 3, ISSN 1741-4350
Meaning making in new media presents new opportunities and challenges for those working in formal and informal educational contexts. How this impacts on a literacy curriculum that attempts both to deliver "the basics" and to respond to new technology demands careful exploration. This paper examines what we mean by digital literacy and how it differs from traditional print literacy, identifying some key priorities for literacy educators. Drawing on the work of Gee, Kress and Lankshear and Knobel, it maps the field of digital literacy and locates areas for research and development. A discussion of the significant changes in materiality and textual form is followed by an exploration of the concept of critical digital literacy. The paper concludes with an overview of future trends in digital communication, which suggest that written representation will continue to be important and that digital literacy will continue to develop distinct registers.
Merchant, G. (2007). Writing the Future in the Digital Age. Literacy, 41(3), 118-128.
Cited ByView References & Citations Map
Jason Hilton, Slippery Rock University, United States; Joseph Canciello, Union Area School District, United States
Journal of Educational Multimedia and Hypermedia Vol. 24, No. 1 (January 2015) pp. 23–41
Cathy Burnett & Guy Merchant
English Teaching: Practice and Critique Vol. 10, No. 1 (May 2011) pp. 41–57
Janette Hughes & Lorayne Robertson, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 306–317
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