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Seeing Beyond the Screen: A Multidimensional Framework for Understanding Digital-Age Literacies
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Author(s): Earl Aguilera (California State University, Fresno, USA), Olivia G. Stewart (St. John's University, USA), Areej Mawasi (Arizona State University, USA)and Luis E. Pérez Cortés (Arizona State University, USA)
Copyright: 2020
Pages: 31
Source title:
Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
Source Author(s)/Editor(s): Pamela M. Sullivan (James Madison University, USA), Jessica L. Lantz (James Madison University, USA)and Brian A. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-7998-0246-4.ch001
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Abstract
This chapter outlines a multidimensional framework for theorizing digital-age literacies—one which considers the content, procedural, and contextual dimensions of literacy practices enacted through and around digital technologies. The authors then provide an overview of three empirical studies that illustrate the application of this framework to understand the integration of digital technologies and literacy pedagogies. The authors offer their experiences as classroom teachers, teacher-educators, learning scientists, and literacy specialists working to understand and support the literacy and language practices of learners in the 21st century. The goal of the chapter is to illustrate the value of shifting conversations about digital technologies away from notions of moral panic and techno-idealism, and instead toward a renewed focus on technology-mediated social practices that shape what it means to be and become literate in contemporary society.
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