In post-industrial societies saturated with the multimodal texts of consumer culture--film, computer games, interactive toys, SMS, email, the internet, television, DVDs—young people are developing literacy skills and knowledge in and for a worldsignificantly changed from that of their parents and educators. Given this context, this paper seeks to demonstrate the necessity of rethinking and extending traditionalnotions of text and literacy and, considering the social and cultural implications of such a shift.
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