- List of Figures
- List of Tables
- List of Contributors
- List of Abbreviations
- The challenges of ICTs
- The ICT paradigm
- Markets and policies in new knowledge economies
- Globalization of the ICT labour force
- Productivity and ICTs: A review of the evidence
- Economic policy analysis and the internet: Coming to terms with a telecommunications anomaly
- Internet diffusion and the geography of the digital divide in the United States
- The economics of ICTs: Building blocks and implications
- On confronting some common myths of is strategy discourse
- Information technology sourcing: Fifteen years of learning
- ICT, organizations, and networks
- Information technology and the dynamics of organizational change
- Making sense of ICT, new media, and ethics
- Electronic networks, power, and democracy
- E‐democracy: The history and future of an idea
- Communicative entitlements and democracy: The future of the digital divide debate
- Governance and state organization in the digital era
- Privacy protection and ICT: Issues, instruments, and concepts
- Surveillance, power, and everyday life
- New media literacies: At the intersection of technical, cultural, and discursive knowledges
- Youthful experts? A critical appraisal of children's emerging internet literacy
- The interrelations between online and offline: Questions, issues, and implications
- ICTs and political movements
- ICTs and communities in the twentyfirst century: Challenges and perspectives
- ICTs and inequality: Net gains for women?
Abstract and Keywords
As a field of study, media literacy emerged along with the study of radio propaganda in the 1930s. More recently it became a field of research that has responded to the television saturated consumer cultures of the late-1960s onwards. Unlike literacies of pre-electronic media environments, those that have been studied within electronic environments have been almost solely concerned with analytical ways of reading multimedia texts. In contrast, literacies in the written word have typically involved the production of written texts as integral to curricula. The new media environment provides opportunities and challenges for research in new media literacies, not the least of which is understanding what it means for people to have a widespread potential to write themselves into global, multimediated conversations. This not only involves technical, cultural, discursive, and aesthetic knowledges, it also involves the need to be politically and economically literate in the implications of a dispersed, participatively produced, multimedia environment as distinct from the ‘broadcast’ literacies of past media environments. This article situates new media literacies in an historical framework, emphasizing the close connections among technology, culture, discourse, and related changes in political economic structures.
Phil Graham is Canada Research Chair in Communication and Technology at the University of Waterloo; and Reader in Communication at the University of Queensland, Australia.
Abby Ann Goodrum is the Velma Rogers Graham Research Chair in News, Media and New Technology at the School of Journalism, Ryerson University.
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