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Foundations of Science

, Volume 22, Issue 2, pp 401–404 | Cite as

ICT Literacy: A Technical or Non-technical Issue?

  • Joris VliegheEmail author
Commentary

Abstract

In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary (school) education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ account of digital literacy.

Keywords

Education Digitization ICT literacy Bernard Stiegler 

References

  1. Goody, J., & Watt, I. (1968). The consequences of literacy. In J. Goody (Ed.), Literacy in traditional societies (pp. 27–68). Cambridge: Cambridge University Press.Google Scholar
  2. Meyer, T. (2010). Mediologische Bedingungen von Bildung und Erziehung. In A. Liesner & I. Lohmann (Eds.), Gesellschaftliche Bedingungen von Bildung und Erziehung. Eine Einführung (pp. 141–151). Stuttgart: Kohlhammer.Google Scholar
  3. Stiegler, B. (2010). Taking care of youth and the generations (S. Barker, Trans.). Stanford: Stanford University Press.Google Scholar
  4. Vlieghe, J. (2013). Education in an age of digital technologies. Flusser, Stiegler and Agamben on the idea of the posthistorical. Philosophy and Technology,. doi: 10.1007/s13347-013-0131-x.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Education StudiesLiverpool Hope UniversityLiverpoolUK

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