Reconstructing Technoliteracy: A Multiple Literacies Approach

Abstract

Much has been written that describes the history of the concept of “technological literacy”.  This paper begins with a brief examination of the meanings that “technology” and “literacy” have received towards achieving insight into what sort of knowledge and skills “technoliteracy” hails. Richard Kahn and Douglas Kellner then summarize the broad trajectories of development in hegemonic programs of contemporary technoliteracy from their arguable origins as “computer literacy”. In contradistinction, they reveal how this approach has been tacitly challenged at the global institutional level through the United Nations’ Project 2000+, and theorize how this might link up with a democratic project of re-visioning education though multiple literacies. Finally, in closing, Kahn and Kellner think about what it will mean to reconstruct “technoliteracy” broadly in the various areas of society.