Technology and Literacies: From Print Literacy to Dialogic Literacy

A web search on the phrase “technology and literacy” will locate thousands of documents, almost all of which deal with “technological literacy” or ways of integrating technology into literacy instruction. Except for vague and optimistic pronouncements, there is very little about what technology can contribute to literacy development and almost nothing about how technology should figure in an education system’s literacy policy. The confusion between “technological literacy” and “technology for literacy” is especially unfortunate. The two are worlds apart and there is no reason to assume that people who speak learnedly about the first have knowledge relevant to the second. Educational policies need to be concerned with both, but the semantic overlap between the two is far from providing a reason to stretch one policy to cover them. What tends to get neglected in the confusion is “technology for literacy.” This chapter endeavours to remedy that neglect

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