ERIC Number: ED300808
Record Type: RIE
Publication Date: 1987-Feb
Reference Count: N/A
Varieties of Dialogue: Technological Literacy and Verbal Literacy.
Van Dyke, Carolynn
The borrowing of words by computer sciences from the field of English implies a widespread interest in the relationship between technology and language. To confirm the genealogy of "technological literacy," it would be useful to understand better linguistic literacy. To be literate is to be able to participate in the linguistic interchanges that constitute the social life, work, art, and government of a culture. From that definition follow certain policies about the teaching of literacy. First, believing that one learns to participate in cultural dialogue by degrees, many educators argue that literacy should be taught throughout the curriculum, rather than only in introductory English courses. Second, insofar as English teachers bear a particular responsibility for literacy, many of them try to draw students into dialogue rather than drilling or lecturing them. Third, recognizing that literacy will not automatically promote individual development and critical thinking, many English teachers now pursue those goals deliberately by leading students to take responsibility for their own topics and styles. Technological literacy should be reconceived on the analogy of linguistic literacy, as participation in cultural dialogues about and through technology. The ends of literacy can best be served by teaching the languages of technology "as" languages: symbolic means of understanding and controlling reality. (MS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Technological Literacy Conference (2nd, Washington, DC, February 6-8, 1987).