Trajectories, Literacies, and Schooling
Part II: Digital Learning
P a r t I I Digital Learning Erstad Final_Erstad fin 8/14/13 9:18 PM Page 77 Erstad Final_Erstad fin 8/14/13 9:18 PM Page 78 c h a p t e r f o u r Digital Competencies, Media Literacies, and School Practices The battle for the survival of man as a responsible being in the Communications Era is not to be won where the communication originates, but where it arrives. . . . The universe of Technological Communication would then be patrolled by groups of communica- tions guerrillas, who would restore a critical dimension to passive reception. The threat that “the medium is the message” could then become, for both medium and message, the return to individual re- sponsibility. (Eco, 1987, pp. 142, 144) Introduction It is amazing how the concept of digital literacy has surfaced in key policy docu- ments on national, regional, and global levels during the last decade. The term media literacy has been part of literacy and media research discourses since the 1980s, es- pecially linked to media education (Tyner, 1998). However, historically, media liter- acy and media education have been treated as marginal areas of research, and within school practices. With the introduction of digital media on a broad scale in our ed- ucation systems since the end of the 1990s, all this has changed. It became evident that what we traditionally conceived as literacy and competencies of reading and writing was not just confined to one medium, the book, but rather to a...
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