Technology and Literacies: From Print Literacy to Dialogic Literacy

  • Carl Bereiter
  • Marlene Scardamalia
Part of the Springer International Handbooks of Education book series (SIHE, volume 13)


A web search on the phrase “technology and literacy” will locate thousands of documents, almost all of which deal with “technological literacy” or ways of integrating technology into literacy instruction. Except for vague and optimistic pronouncements, there is very little about what technology can contribute to literacy development and almost nothing about how technology should figure in an education system’s literacy policy. The confusion between “technological literacy” and “technology for literacy” is especially unfortunate. The two are worlds apart and there is no reason to assume that people who speak learnedly about the first have knowledge relevant to the second. Educational policies need to be concerned with both, but the semantic overlap between the two is far from providing a reason to stretch one policy to cover them. What tends to get neglected in the confusion is “technology for literacy.” This chapter endeavours to remedy that neglect


Phonemic Awareness Oral Reading Word Processor Knowledge Forum Dialogue Skill 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer 2005

Authors and Affiliations

  • Carl Bereiter
    • 1
  • Marlene Scardamalia
    • 1
  1. 1.Ontario Institute for Studies in Education of the University of TorontoCanada

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