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ERIC Number: EJ1070605
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1744-9642
Traditional and Digital Literacy. the Literacy Hypothesis, Technologies of Reading and Writing, and the "Grammatized" Body
Vlieghe, Joris
Ethics and Education, v10 n2 p209-226 2015
This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of "basic literacy training" for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach (McLuhan, Goody, Havelock, Ong), in order to understand the significance of a "traditional" initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different (traditional and digital) technologies, in order to elaborate and criticize the claims the literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a "spelling and grammar of the digital" in the educational curriculum.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A