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Digital Literacy

Isolation or Socialization?#

In Technology and Literacy Education in the Next Century:  Exploring the Connection Between Work and Schooling, Labbo, Reinking, and McKenna present five key concepts surrounding digital literacy in the context of the workplace and as a consequence, in the context of education as a way to prepare individuals for the workplace.  The third of these concepts is: Digital literacy occurs in social contexts. I quite distinctly remember closely fitting the stereotype of the scientist sitting alone in front of a flashing computer screen or sitting alone surfing the Internet all night but I don't recall having a sense of feeling alone or lonely.  I threw myself into the whole world of the Internet with a carelessness I rarely demonstrate and a brazenness I probably haven't shown since that time.  I remember learning about Ermel Stepp's electronic journal (The Electronic Journal on Virtual Culture) and talking to him about that.  When the call came out for new editors, I brazenly sent an application and Ermel rather quickly appointed me to the position of editor of the feature section called The Cyberspace Monitor.  I still remember him coming here to my office to see me and though how respectful that was of him as I should have gone to him. What happened to me as I sat in front of that flashing screen and as I surfed the Internet late into the night was that my world grew exponentially.  I began meeting all of these people online and in person (as with my opportunity to meet and work with Ermel Stepp who was on my campus but someone with whom I had limited contact).  This is what the authors of the article suggest.  Digital literacy, they say, "...necessitates various kinds of social interaction." True.  Already this morning I have interacted with my husband (IM), with my pharmicist (web), with a student (email), and my work has also produced an internal dialogue as I review this article and compose and revise my thoughts on this weblog.  I look through my sent file and see that this week I have had social interactions with my whole faculty (the Tuesday teaching meeting banter, the clinical issues), part of my faculty (undergraduate advisors, the small group in charge of digitizing clinic records), individual students, family members, officers of Golden Key, and so on.  This shows what the authors mean when they say that "digital work-related communication occurs ideally in a collaborative and flexible environment in which participants are viewed as molecular components that can be combined in countless ways to execute projects."  Each of my interactions shows that flexible arranging of molecular components the authors speak of.  Each of the combinations of molecular components are described as "project teams" and the authors say that by maintaining flexibility in constructing these work teams we achieve our greatest work because we create a "dynamic culture that is goal oriented, synergistic, and mutually supportive."  Another observation made by the authors was that the success of these project teams relies upon the ability of the group to use the symbol systems of a digitally literate culture.  That is, the authors suggest that people who are digitally literate with regard to the symbol systems of the digital culture are those who know how to "initiate communication, represent their point of view, participate in an exchange of communication by providing relevant details, and pose questions that are understood across geographic or economic distances."  These particular skills represent a pragmatic skill set required (?) for successful digital communications.  That is, digital literates know how to introduce new topics in a way that encourages discussion.  They observe the maxim of manner by clearly expressing their point of view when the only communication tools at their disposal are words (primarily) and images and sound (to a lesser extent).  They observe the maxim of quantity by giving just the right amount of information.  They observe the maxim of quality by participating according to their own experience and ina truthful manner.  Suprasegmental aspects of speech, such as those denoting sarcasm, are absent, therefore ditial literates recognize the need to speak directly and literally.  Finally, those who are digitally literate understand the need to keep conversations focused an on-topic (to some extent) and have the skills to ensure that these conversations move forward in a relaxed and inviting manner thus observing the maxim of relation.  It is through attention to the discourse requirements of a digital environment that we are able to successfully participate in the opportunities for social interaction that the digital world presents to us, thus reinforcing the notion that digital environments promote socialization, not isolation.  Furthermore, by attending to the discourse requirements of a digital environment we are able to be relevant, productive, and participatory in a digital culture.  Unless we contribute to our students' development as digitally literate citizens, we are dooming them to be irrelevant, unproductive, and non-participatory:  silenced.

Posted by Karen McComas on 10/8/04; 6:55:19 AM to the Digital Literacy Department
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