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Undoing the Digital Sociomaterialism and Literacy Education Literacies: A Critical Exploration of the Complexities and Tensions

Theodore Mitchell

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Published in Undoing The Digital: Sociomaterialism And Literacy Education (Literacies)

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In the contemporary era, where digital technologies have become ubiquitous and deeply embedded in our lives, the relationship between digital sociomaterialism and literacy education has become increasingly complex and fraught with tensions. This article delves into a critical exploration of this intricate relationship, examining the ways in which digital sociomaterialism shapes literacy practices and the implications for literacy education. By engaging with diverse theoretical frameworks and empirical research, the article aims to shed light on the challenges and opportunities presented by the intersection of digital technologies, social practices, and literacy learning.

Undoing the Digital: Sociomaterialism and Literacy Education (Literacies)

by Alain Combes

4.3 out of 5

Language	:	English
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Print length	:	136 pages

Digital Sociomaterialism and Literacy Practices

Digital sociomaterialism is a theoretical perspective that recognizes the inseparable entanglement of social and material dimensions in digital technologies and practices. It emphasizes the ways in which digital technologies are not merely tools or artifacts but rather sociomaterial entities that shape and are shaped by social interactions and cultural contexts. In the context of literacy education, digital sociomaterialism draws attention to the complex ways in which digital technologies mediate literacy practices, transforming the ways we read, write, and communicate.

One of the key features of digital sociomaterialism is the idea of "affordances." Affordances refer to the potential actions and interactions that a particular technology or environment allows for. In the context of literacy education, digital technologies offer a wide range of affordances that can enhance literacy practices. For example, digital word processors provide features such as spell-checking, grammar checking, and collaborative editing, which can support students' writing processes. Social media platforms and online discussion forums offer opportunities for students to engage in peer-to-peer learning and share their writing with a wider audience.

However, digital sociomaterialism also highlights the constraints and limitations of digital technologies. The design and affordances of digital technologies are not neutral but rather reflect the values and assumptions of their creators. For example, many digital technologies prioritize efficiency, productivity, and standardization, which can lead to a narrowing of literacy practices and a focus on decontextualized and standardized forms of writing. Additionally, the unequal distribution of access to digital technologies and resources can create digital divides and further marginalize certain groups of students.

Implications for Literacy Education

The complex and multifaceted relationship between digital sociomaterialism and literacy practices has significant implications for literacy education. Educators need to be aware of the ways in which digital technologies mediate literacy practices and to critically evaluate the affordances and constraints they offer. This requires a critical literacy approach that empowers students to understand the social and cultural contexts of digital technologies and to use them effectively for literacy learning.

One important aspect of critical literacy education is to develop students' metacognitive awareness of their own literacy practices. By reflecting on the ways in which they use digital technologies for reading, writing, and communication, students can become more conscious of their own strengths and weaknesses and make informed choices about how to use digital technologies to enhance their literacy learning. Additionally, educators need to provide students with opportunities to engage in diverse literacy practices that leverage the affordances of digital technologies while also addressing the challenges and limitations they present.

Furthermore, literacy education needs to address the social and cultural dimensions of digital sociomaterialism. This includes critically examining the ways in which digital technologies can be used to promote equity and inclusion in literacy education. By providing access to digital technologies and resources for all students, regardless of their backgrounds or circumstances, educators can help to bridge the digital divides that can perpetuate educational inequalities.

The relationship between digital sociomaterialism and literacy education is complex and fraught with tensions. Digital technologies offer a range of affordances that can enhance literacy practices, but they also come with constraints and limitations that need to be critically evaluated. By engaging with a critical literacy approach, educators can empower students to understand the social and cultural contexts of digital technologies and to use them effectively for literacy learning. Furthermore, literacy education needs to address the social and cultural dimensions of digital sociomaterialism and promote equity and inclusion in access to digital technologies and resources.

References

Gee, J. P. (2007). Social linguistics and literacies: Ideology in discourses. London: Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Hodder Education.
Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social change. New York: Peter Lang.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2014). Toward a new conceptualization of digital literacy: A theoretical framework for research and practice. Reading Research Quarterly, 49(3),330-351.
Luke, A. (2008). Literacy in the digital age: What teachers need to know. International Journal of Literacy Research, 10(1-2),1-10.

Undoing the Digital: Sociomaterialism and Literacy Education (Literacies)

by Alain Combes

4.3 out of 5