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ERIC Number: EJ855450
Record Type: Journal
Publication Date: 2009
Pages: 28
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1542-7587
Rethinking Critical Literacy in the New Information Age
Gounari, Panayota
Critical Inquiry in Language Studies, v6 n3 p148-175 2009
This article looks at new information and communication technologies (ICTs) as sites of public pedagogy in that they produce particular forms of knowledge and literacies and reproduce representations that are always mediated through specific social relations. Public pedagogy as a process that constitutes a broader category beyond classroom practices, official curricula, and educational canons, extends to all sectors of human life, including virtual spaces. No longer restricted to traditional sites of learning such as educational or religious sites, public pedagogy produces new forms of knowledge and apprenticeship and new narratives for agency and for naming the world. Virtual spaces as sites of public pedagogy create, in turn, forms of literacy that go against traditional understandings of what constitutes a text. The article also attempts to discuss yet unrealized alternative directions in these virtual spaces, where critical literacy becomes emancipatory and an essential and powerful tool in the project for a radical pedagogy. (Contains 6 footnotes.)
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A