Milly, Sonya (2010) The eLiterate Revolution: From Orality to New Media – Literacy as Communication Technology. Masters thesis, Concordia University.
Milly_MA_S2011.pdf - Accepted Version
This thesis explores the potential theoretical contribution from the history of communications to literacy research in the field of educational studies. The relation between literacy and new media is examined from a history of communications perspective that treats literacy as communication technology. This thesis shows that current debates about literacy practices in the context of new media (eLiteracies) are grounded in, and continue to reflect, older debates concerning technology, literacy, culture, and society. Current research focuses predominately on the cultural, social, and ideological aspects of literacy (print or digital). This thesis asserts that prevailing theoretical models of literacy, notably the ideological model – one of the most influential theoretical frameworks in contemporary literacy research – are insufficient to effectively investigate relationships between literacy and new media technologies because they neglect technological dimensions that shape communication and literacy practices. The guiding research question this thesis addresses is: In what ways might the understanding of earlier shifts in communication technologies inform that of the transition from print literacy to eLiteracies?
|Divisions:||Concordia University > Faculty of Arts and Science > Education|
|Item Type:||Thesis (Masters)|
|Date:||7 December 2010|
|Thesis Supervisor(s):||Cleghorn, Ailie|
|Keywords:||literacy- technological aspects, new media, new literacies, orality, communication technology, Havelock, McLuhan, Innes, theory|
|Deposited By:||SONYA MILLY|
|Deposited On:||09 Jun 2011 15:02|
|Last Modified:||04 Nov 2016 23:35|
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