Literacy Practices and Digital Literacies: A Commentary on Swenson, Rozema, Young, McGrail, and Whitin Article
Jamie Myers, Pennsylvania State University, United States
CITE Journal Volume 6, Number 1, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE)
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.
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.
© 2006 AACE