Translocalization in digital writing, orders of literacy, and schooled literacy

Abstract

In recent decades, digital media have been the focal point of discussions concerning literacy education. These discussions could be captured, as I have suggested elsewhere, in a metaphor of three interconnected and concentric circles (Koutsogiannis, 2011a). In the first (innermost) circle lies the tradition that regards information and communication technology (ICT) as a means of significant pedagogical potential; early explorations into the use of word processing for teaching writing are indicative of this tradition (Hawisher, LeBlanc, Moran, & Selfe, 1996). In the middle circle lies the more recent scientific tradition that approaches digital media as literacy practice environments, in search of whatever new emerges in communication and, consequently, in the content and context of literacy teaching and education during recent decades (Coiro, Knobel, Lankshear, & Leu, 2008). Finally, in the third, outermost circle lie the scientific explorations that approach digital media and digital communication as organic elements of a complex economic, social, and cultural reality, strongly connected to the current historical juncture. I have called this circle “missing” (Koutsogiannis, 2011a), because it has attracted limited interest from researchers; the aim of this paper is to contribute toward consciously discussing and expanding the content of this third or missing circle.