Of course, having literacy competencies in various domains would be necessary as scholars-teachers, but above all, I think it is important to have literacy in “pedagogy and power relations (Mills, 2012)”. Because I agree that “all literacy practices are ideological (Luke, 1998; Street, 1999, recited from Mills, 2012, p. 258)”, and all articles include subjectivity to some extent. Perhaps many articles and discourses shared online also reflect this subjectivity, and it will be difficult to access the articles reflecting the voices of marginalized communities. In other words, there will be a lot of bias in circulated information online, such as advocating for a specific group, and there will be a gap between information representing marginalized and privileged people. Therefore, educational scholars and teachers need ability to seek out and understand these power relations in literacy and critically examine various texts.
Hi Jeong!
I support your opinion on “Pedagogy and power relations” literacy, it is one of the essential literacy for professional teachers and researchers. However, what do you think about expanding the auditorium of your research? Is it important to reach more people who are directly or indirectly beneficiaries of your work? And, how is it effective to do it with/without digital literacy in the modern world?
Hi Jeong,
As I read across your and Suha’s posts I am wondering about the intersection of cultural and digital literacy. Perhaps notions of digital literacy should expand beyond knowing how to read and write in various media to incorporate knowing how to participate and help shape global digital cultures that are ethical, just, etc. I think you have both raised important points that we should factor into our discussion of “digital literacy.”
I agree with you both, Jeong and Chris. Educators should always be aware of the power relations going on in the issues related to education. As we discussed since the first week, Web 2.0 has not only affordances but also some limitations. If you are not critically choosing what you are reading, following, posting, and clicking on the Internet, it will always present you the same kind of things, which will lead to looking at important issues (e.g., educational, political, historical, etc.) from one perspective. Therefore, as Chris says digital literacy should not only cover how to use Web 2.0 tools. It should also concentrate on how to create a culture with ethical considerations and critical thinking, and scholars-teachers should learn this digital literacy.
Thank you all for commenting. I definitely agree with all of you. After reading everyone’s comments, it seems that digital literacy is not simply a one-dimensional ability to read and write, but expands as if it is a concept similar to “digital citizenship”. This is the power to read culture and society, and it seems to be interpreted similarly to digital citizenship as an expanded concept, that is, identifying the social structure within and practicing social justice and ethics.
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