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Although the concept of digital literacy suffers from a lack of agreed definition, this paper suggests that reading and writing with technology remains a central concern. The written word, a central feature of these communicative practices, is now used in new ways and often in combination with different media as new devices and physical practices are recruited to the task of meaning making. The influence of different ways of thinking about these new literacies has led to the development of the diverse body of research outlined here. Tracing these strands in current thinking about digital literacy helps to identify how literacy has expanded and diversified. But because it is now a significant aspect of full participation in society, reading with technology raises important questions for education. This paper suggests that policy in this area is poorly articulated and argues for more focused classroom research.","publication_date":"2020,,","publication_name":"Education 3-13","grobid_abstract_attachment_id":"95822397"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Reading with technology: the new normal","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [4182493]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":95822397,"attachmentType":"pdf"}"><img alt="First page of “Reading with technology: the new normal”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/95822397/mini_magick20221215-1-2142pv.png?1671147264" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Reading with technology: the new normal</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="4182493" href="https://independent.academia.edu/GuyMerchant"><img alt="Profile image of Guy Merchant" class="ds-work-card--author-avatar" src="https://gravatar.com/avatar/a8b6927daa2144f4e2d7fa044376b001?s=65" />Guy Merchant</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Education 3-13</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">26 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 92948601; 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The chapter also explores related cultural practices of learners in everyday life and explores their relationship to school-based learning.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy in a digital age","attachmentId":40290943,"attachmentType":"pdf","work_url":"https://www.academia.edu/18852770/Literacy_in_a_digital_age","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/18852770/Literacy_in_a_digital_age"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="105237083" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105237083/Reading_literacy_in_the_age_of_digital_technologies1">Reading literacy in the age of digital technologies1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24854940" href="https://independent.academia.edu/OlgaZapotocna">Olga Zapotocna</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Human Affairs, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">The article outlines the basic contours of the current debate on literacy. Since the start of the millennium, the determining and dynamising factor in this debate has been information and communication technologies. The aim is to observe whether, and how, reading literacy, an important target category in education, is changing in this new reality. In the first part, the paper shows how the above questions are perceived and discussed in the field of relevant scientific disciplines from different points of view. In the second part, the research findings showing the risks and negative impacts of technologies are interpreted through the lenses of contemporary research on “new” literacy. Empirical research on specific aspects of online reading strategies and traditional print media reading are analysed and discussed in light of their contribution to reading literacy theory and education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading literacy in the age of digital technologies1","attachmentId":104746411,"attachmentType":"pdf","work_url":"https://www.academia.edu/105237083/Reading_literacy_in_the_age_of_digital_technologies1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/105237083/Reading_literacy_in_the_age_of_digital_technologies1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="112593096" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112593096/_It_Was_Worth_Every_Minute_I_m_Proud_of_the_Way_It_Turned_Out_Defining_Reading_and_Writing_in_the_Digital_Age">‘It Was Worth Every Minute, I’m Proud of the Way It Turned Out!’ Defining Reading and Writing in the Digital Age</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="229002771" href="https://independent.academia.edu/MelanieDarmanin">Melanie Darmanin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Education and Practice, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"‘It Was Worth Every Minute, I’m Proud of the Way It Turned Out!’ Defining Reading and Writing in the Digital Age","attachmentId":109776349,"attachmentType":"pdf","work_url":"https://www.academia.edu/112593096/_It_Was_Worth_Every_Minute_I_m_Proud_of_the_Way_It_Turned_Out_Defining_Reading_and_Writing_in_the_Digital_Age","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112593096/_It_Was_Worth_Every_Minute_I_m_Proud_of_the_Way_It_Turned_Out_Defining_Reading_and_Writing_in_the_Digital_Age"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="26437410" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26437410/Digital_A_Literacy">Digital (A)Literacy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43777226" href="https://independent.academia.edu/PhilRose6">Phil Rose</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This article investigates the tendency of those who explore the topic of 'electronic literacies' to downplay the fundamental nature and importance of the perceptual habits associated with print literacy, and highlights the opposite tendency of reading and writing specialists to decontextualize the acquisition of these fundamental skills from the character of the culture at large. Making the case for a perspective located somewhere between these two positions, which attends to cognitive and neurological distinctions between our media interfaces, the author surveys a number of purported social trends in the United States. Among these are the increased rates of television viewing; the inadequacy of writing practice and instruction in American educational institutions; and the migration of writing, typing, and reading to the computer screen. In relation to these trends, he considers our prospects for the cultivation of a type of 'secondary literacy', in order that we might attain a kind of equilibrium within the cultural conditions that Walter Ong describes as 'secondary orality' – a phenomenon inherent in our general reliance on the most common electronic communication forms, which, in the communication contexts that they create, predominantly employ the spoken word and moving imagery. Most scholars concerned with the topic of 'electronic literacies' tend no longer to define 'literacy' in any singular or monolithic way, but do so, rather, in a pluralistic and holistic manner that is more widely understood as 'media-literacy'. Catherine Beavis, for instance, observed early on (in Snyder, 1998) how multimedia and digital technologies were changing what we understand as literacy, and suggested that in our age of new information technologies we would require at least five new 'literacies'. These she listed as 'multimedia authoring skills', 'multimedia critical analysis', 'cyberspace exploration strategies', 'cyberspace navigation skills', and 'the capacity to negotiate and deconstruct images, both visual and verbal'. Similarly, for Bertram Bruce (2003), literacy is 'an assortment of practices, or multiliteracies' that we actively construct; and, fundamentally, it is the space in which we create meaning in interaction with others. Such spaces, Bruce suggests, include the different academic disciplines that define or demand different ways to represent meaning, the different social practices that draw upon different communicative means, the different cultures that point to different primary literacies, and the different media that demand different critical faculties. Bruce emphasizes that the activity of 'literacy' is never frozen, and counsels, therefore, that it is imprudent to try to isolate exactly the skills one needs to learn. Evidently, 'literate' individuals from this point of view amount to amateur semioticians at the very least. And though I accept the spirit of such accolades to a vibrant 'transliteracy' (that is, the ability to read, to write, and to interact across a broad range of media platforms), here I suggest that these accounts of what constitutes 'literacy' in the information age tend not to make enough of the word's original sense, which, of course, denotes the skills involved with learning how to read and write. At the same time, one can observe the opposite tendency of reading and writing specialists to decontextualize the acquisition of these fundamental skills from the character of the culture at large. Making the case for a perspective located somewhere between these two positions, here I survey a number of social trends in the United States – among which are the increased rates of</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Digital (A)Literacy","attachmentId":46733754,"attachmentType":"pdf","work_url":"https://www.academia.edu/26437410/Digital_A_Literacy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26437410/Digital_A_Literacy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="20988311" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/20988311/Reading_beyond_the_lines_The_role_of_digital_texts_and_technology_in_reading">Reading beyond the lines? The role of digital texts and technology in reading</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32914405" href="https://une-au.academia.edu/RachaelAdlington">Rachael Adlington</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Refereed Conference Paper This paper was accepted for the conference via a blind refereeing process established by the Conference Planning Committee on behalf of ALEA and AATE Title Reading beyond the lines? The role of digital texts and technology in reading groups Abstract Classroom practitioners are beginning to incorporate new technologies into literacy experiences. While these attempts are bridging the technological divide in classrooms between old and new literacies, some researchers argue that teachers and students are not necessarily engaging with new literacies when using new technologies (Lankshear & Knobel, 2003b). This paper discusses research conducted using a survey, interviews and classroom observations, on the use of technology during &#39;reading groups&#39;, in Early Stage 1 and Stage 1 classrooms in rural New South Wales. Technology was found to be most frequently encountered by small groups and individual students, working independently of the teacher. Students t...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading beyond the lines? The role of digital texts and technology in reading","attachmentId":41659412,"attachmentType":"pdf","work_url":"https://www.academia.edu/20988311/Reading_beyond_the_lines_The_role_of_digital_texts_and_technology_in_reading","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20988311/Reading_beyond_the_lines_The_role_of_digital_texts_and_technology_in_reading"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="11923581" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11923581/Diving_deep_into_digital_literacy_emerging_methods_for_research">Diving deep into digital literacy: emerging methods for research</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="515507" href="https://qub.academia.edu/IbrarBhatt">Ibrar Bhatt</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="166086" href="https://ucsc.academia.edu/RobertodeRoock">Roberto de Roock</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1195032" href="https://lancaster.academia.edu/JonathonAdams">Jonathon Adams</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Diving deep into digital literacy: emerging methods for research","attachmentId":38918712,"attachmentType":"docx","work_url":"https://www.academia.edu/11923581/Diving_deep_into_digital_literacy_emerging_methods_for_research","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11923581/Diving_deep_into_digital_literacy_emerging_methods_for_research"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="3011375" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3011375/Digital_literacies_Policy_pedagogy_and_research_considerations_for_education">Digital literacies: Policy, pedagogy and research considerations for education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="80510" href="https://montclair.academia.edu/MicheleKnobel">Michele Knobel</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2005</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper is organized in four sections. The first section surveys typical examples of what we see as the prevailing approach to understanding 'digital literacy'–which we identify with what we call an 'It'perspective on digital literacy. We consider a range of 'conceptual definitions' and 'standardised operationalisations' of digital literacy, concluding that such accounts are informational,'truthcentric'and 'monolithic'in character.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Digital literacies: Policy, pedagogy and research considerations for education","attachmentId":30956327,"attachmentType":"pdf","work_url":"https://www.academia.edu/3011375/Digital_literacies_Policy_pedagogy_and_research_considerations_for_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3011375/Digital_literacies_Policy_pedagogy_and_research_considerations_for_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="24123279" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24123279/Electronic_Texts_and_Literacy_for_the_21st_Century">Electronic Texts and Literacy for the 21st Century</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="127179" href="https://ui-springfield.academia.edu/KarenSwan">Karen Swan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">English Update: A Newsletter from the Center on English Learning and Achievement, 1997</p><p class="ds-related-work--abstract ds2-5-body-sm">Abstract: As the 20th century closes, Americans access information via a variety of media, and, for most, print is not premier among these. Nonetheless, printed texts, at least in academic arenas, remain the&quot; gold standard&quot; by which other media are valued. The Center on English Learning and Achievement&#x27;s (CELA) Technology and Literate Thinking project has been exploring school-based notions of&quot; literacy&quot; and what it means to be literate in contemporary society. 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J., Jr., Kinzer, C. K., Coiro, J., Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R.B. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, Fifth Edition (1568-1611). Newark, DE: International Reading Association.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47434" href="https://uri.academia.edu/JulieCoiro">Julie Coiro</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Leu, D. J., Jr., Kinzer, C. K., Coiro, J., Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R.B. Ruddell \u0026 N. Unrau (Eds.), Theoretical Models and Processes of Reading, Fifth Edition (1568-1611). 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