Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Packaging Literacy, New Technologies and ‘Enhanced’ Learning

Packaging Literacy, New Technologies and ‘Enhanced’ Learning Literacy educators need to pay attention to shifts in the perceived relationship between literacy education, the use of new technologies and learning, as exemplified in national and state P-12 policy documents. At the national level, policy statements have reverted to emphasis on basic literacy, with minimal acknowledgement of the cultural significance of emerging digital literacies. By contrast, at the state level, the emphasis is on ‘technologising’ the curriculum and literacy education, with the promise that technology will ‘enhance’ learning. At both levels, literacy has become ‘commodified’: an autonomous product to be packaged and consumed. However, if schools are to prepare students for a rapidly changing world, in which technology-mediated literacy practices are integral, then more is needed than reductive notions of literacy and market-driven ‘technologisation’ of the curriculum, accompanied by evidence-free promises of better learning. The conclusion considers the possibilities for critical digital literacy education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Packaging Literacy, New Technologies and ‘Enhanced’ Learning

Snyder, Ilana
Australian Journal of Education , Volume 43 (3): 15 – Nov 1, 1999
Download PDF
15 pages

Loading next page...
 
/lp/sage/packaging-literacy-new-technologies-and-enhanced-learning-0yRolPBNip

References (7)

Publisher
SAGE
Copyright
© 1999 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419904300306
Publisher site
See Article on Publisher Site

Abstract

Literacy educators need to pay attention to shifts in the perceived relationship between literacy education, the use of new technologies and learning, as exemplified in national and state P-12 policy documents. At the national level, policy statements have reverted to emphasis on basic literacy, with minimal acknowledgement of the cultural significance of emerging digital literacies. By contrast, at the state level, the emphasis is on ‘technologising’ the curriculum and literacy education, with the promise that technology will ‘enhance’ learning. At both levels, literacy has become ‘commodified’: an autonomous product to be packaged and consumed. However, if schools are to prepare students for a rapidly changing world, in which technology-mediated literacy practices are integral, then more is needed than reductive notions of literacy and market-driven ‘technologisation’ of the curriculum, accompanied by evidence-free promises of better learning. The conclusion considers the possibilities for critical digital literacy education.

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1999

There are no references for this article.