Literacy Practices and Digital Literacies: A Commentary on Swenson, Rozema, Young, McGrail, and Whitin

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Myers, J. (2006). Literacy Practices and Digital Literacies: A Commentary on Swenson, Rozema, Young, McGrail, and Whitin. Contemporary Issues in Technology and Teacher Education, 6(1), 61-66. AACE.
Retrieved from http://www.editlib.org/p/21861.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 6, Issue 1, March 2006
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Author

Jamie Myers, Pennsylvania State University, United States

Abstract

The integration of digital tools and multimodal representations in the English classroom has the greatest potential when we define literacy as multiple socially constructed practices. If digital literacies are defined as autonomous tools and isolated symbolic systems, reduced to a set of skills and forms for students to reproduce, then school literacy practices will become further distanced from nonschool literacy practices. Instead, English teachers should engage school literacies in which digital and nondigital tools help students inquire into how multimodal symbols are used to construct and negotiate community identities, relationships, activities, and values. Digital literacies may be especially supportive of such critical inquiry practices.

Keywords

• Communication
• Educational Technology
• Preservice Teacher Education
• Information Communication Technologies
• Multimedia

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