This course will investigate how the digital challenges our perceptions of what we have come to call literacy (and thus, composition). Is literacy a relevant term for digital production, or do we need a new term to describe the process of acquiring and producing knowledge?
Da tre anni Italianistica Online seleziona e recensisce le risorse internet per gli studi italianistici, fornendo un servizio gratuito, uno spazio di informazione e approfondimento sulla cultura italiana in rete, cercando di rispecchiare il cambiamento in atto, sollecitando a ragionare e discutere sulle opportunità offerte da Internet per gli studi italianistici. Particolare risalto ha avuto e continua ad avere il Dossier sul libro elettronico e l'editoria digitale umanistica in Italia (in rete dal 2001), insieme alla conferenza telematica sul medesimo tema, che per la prima volta in maniera organica fornisce documenti e spunti di riflessione sui nuovi scenari dell'editoria digitale. Un progetto originale di rilievo è la Bibliotheca Umbra, antologia digitale telematica dei documenti di lingua e dei testi di letteratura prodotti nella regione umbra dalle Origini al Novecento.
Between 21 and 23 percent of Americans (40 million) are functioning at Level 1 literacy rating, defined simply as "not having adequate reading skills for daily life." The rate for California is 24 %, for Orange County, 20%. These are people who cannot read, must struggle to read, or cannot cope with unfamiliar or complex information.
The ability to read and write are usually regarded as a birthright in this country. The transmission of reading skills to the general public has been part of the agenda for American education since the initiation of the public school movement (Cook-Gumperz; Graff; Soltow and Stevens). As a result, we regularly espouse the ideal if not the practice of teaching everyone to read, and recent educational reforms have attempted to add writing to this agenda.
Literacy has traditionally been the defined as the ability to read and write, but 21st century technical communicators must have skills which extend beyond these basic skills. They must be able to write rhetorically; read analytically and evaluatively; read and critique social situations, especially in the organization in which they work and act upon their critiques; analyze visual information and also create rhetorically effective visual or graphic information; and use and critique the technologies with which they produce their work and, often, which they write about. These extended literacies build from the basic skills traditionally taught to technical communication students, and they mirror skills identified and considered essential in recent studies of workplace literacies, including Dept of Education’s SCANS report and the NCTE’s own report on skills (Garay and Bernhardt). In this response, I will examine these extended skills and discuss what these new literacies privilege and what they reject. I will also consider how the field might better provide students with foundations in these skills and how such a focus on these foundations may change the field.
An organized kit of technical-writing exercises, guidelines, activities, and strategies refined and tested in real high-school classes, with notes and comparisons to help teachers borrow and adapt them. Also used for teacher professional development at the Edward Teller Education Center.
Technological literacy-meaning computer skills and the ability to use computers and other technology to improve learning, productivity and performance-has become as fundamental to a person's ability to navigate through society as traditional skills like reading, writing and arithmetic. In explicit acknowledgment of the challenges facing the education community, on February 15, 1996, President Clinton and Vice President Gore announced the Technology Literacy Challenge, envisioning a 21st century where all students are technologically literate. The challenge was put before the nation as a whole, with responsibility shared by local communities, states, the private sector, educators, local communities, parents, the federal government, and others.