Reclaiming literacies: competing textual practices in a digital higher education

This essay examines the implications of the ubiquitous use of the term 'digital literacies' in higher education and its increasing alignment with institutional and organisational imperatives. It suggests that the term has been stripped of its provenance and association with disciplinary kn...

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Bibliographic Details
Published in:Teaching in higher education 2013-01, Vol.18 (1), p.106-118
Main Author: Lea, Mary R.
Format: Article
Language:English
Subjects:
academic literacies
College Faculty
Computer Literacy
digital literacies
Educational Technology
Higher Education
Information Technology
learning technology
Teacher Competencies
Teacher Role
Technology Integration
Technology Uses in Education
textual practice
university teachers
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Summary:This essay examines the implications of the ubiquitous use of the term 'digital literacies' in higher education and its increasing alignment with institutional and organisational imperatives. It suggests that the term has been stripped of its provenance and association with disciplinary knowledge production and textual practice. Instead it is called into service rhetorically in order to promote competency-based agendas both in and outside the academy. The piece also points to a tendency to position teachers in deficit with regard to their technological capabilities and pay scant attention to their own disciplinary and scholarly practices in a digital world. It concludes that there is a case for building on established theoretical and conceptual frameworks from literacy studies if we wish to integrate advantages of the digital landscape with thoughtful teaching practice.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2012.756465