Technology and changing notions of literacy

Abstract

The notion of change being somehow linked to advances in technology is something that most of us have little trouble in accepting. However changes to literacy as a result of technological advances is taking a little longer to catch on in schools. Although school leaders may for the most part agree on the inadequacy of a traditional understanding of literacy they have been slow to fully accept of the notion of multiliteracy and the resultant changes to schooling. The following paper seeks to examine several issues arising as information technology (IT) and computer mediated communication (CMC) are increasingly integrated into the day-to-day teaching in schools (especially by non-IT specialists). It also examines the need for policy initiatives to address notions of multiliteracy and for school leaders to remain focused on the fact that as in all 'good teaching', interactivity remains central to effective learning. In short, school leaders need to strive to find ways where students are taught in instructive ways within the digital medium and should allowing technological advances alone to dictate the kinds of pedagogies adopted.