Edited By Bünyamin Ayhan
This book presents a collection of papers by researchers from several different institutions on a wide range of digital issues.
Digitalization describes the phenomenon of how knowledge is processed and the processed knowledge provides social transformations beyond digitization, interaction, annihilation of time and space, the phenomenon of usage in multimedia. Transformed is not only the society but also its mentality. Digitalization reveals a sui generis digimodern process by processing modern structures with the help of compulsory tools. This process is a reconstruction of social structures and institutions on the basis of the digitalization perspective. Each social institution adapts this process and provides a contribution to the digitalization of society.
Digital Literacy (Bünyamin Ayhan)
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Prof. Bünyamin Ayhan*
“Tomorrow’s illiterate will not be the man who can’t read; He will be the man who has not learned how to learn.”
Alvin Toffler, 1970
Reading and writing activities can be interpreted as understanding nature, the earth, and social relations using various technological tools and recording them, establishing a bond between the past and future, and translatıng or contextualizing the moment. Literacy competence, which is as old as socialization and state process, has been the key determinant for societies since archaic communities started producing written text. Therefore, literacy, which initiates the logical transformation of humans and the formation of the logical chain, is seen as a factor that tames the individual and society with data production, memory, and identification factors (Goody, 2011: 161). Moreover, the alteration of the conscious structure of literature (script) (Ong, 2007: 97) has been an important tool for the formation of new literacy structures. Text-centric structures and activities around it have composed a part of daily life. Text has made an individual a social being by integrating life and has resulted in a diversity of literacy due to differences in language and practice, especially in cultural features and symbolic factors (Barton & Hamilton, 2000: 7–13). Factors such as language factor, the inclusivity of daily life, and the interdisciplinary and historical feature of education, as well as the diversity with writing action (Barton & Papen,...
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