Title

Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education

Document Type

Article

Publication Date

1-1-2015

Abstract

«Digital literacy» is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research.

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