Week 2 – Issues, themes and examples

Week 2 – issues, themes and examples

The lecture this week furthered my understanding of what digital literacies means in reference to a modern society that runs on technology. The examples given allowed for a deeper knowledge of what it means to be literate both in everyday speech as well as effective use of online sites. The different approach of learning social media and technology through a lecture and tutorial is challenging at first, as I have spent my childhood learning these devices and services through trial and error. However, the complicated aspect of understanding the necessity of literacy is something that I feel most youth have dismissed. An example of this is the overuse of emoji and abbreviations in formal communication formats. This is researched by Simona Bostina-Bratu (Simona Bostina-Bratu 2015) in a report on how text messaging challenges academic writing as more people become literate in instant messaging communication.

The Hoggart reading “the uses of digital literacy” (Hartley. J 2009) touches on the appropriate times for academic language in a multimedia society. This comes with a challenge as to the types of media that can use more colloquial terms in order to further increase its ability to connect with an audience. I found Hoggart’s views on “the taste of intellectuals” to be too narrow for an accurate study into this topic. Drawing from my own experience, those who I would consider intellectuals can also be the same people that want to come home and consume media that is easy to digest and understand while still giving them new and important information. Their desire for an easy media experience does not take away from their intellectuality. While I would consider Hoggart an intellectual, it comes down to personal preference when deciding on which media to consume. Hoggart does acknowledge that different forms of media are constructed for consumption by various types of people. However, it is his idea of a “candy floss’ world of entertainment media that is curated for those lacking the intelligence to understand academic language that provides the most challenges. His lack of understanding of these entertainment media formats and how people can decide to consume this content without destroying their intellectual literacy leaves a gap for further research to be done.

Hartley, J (2009): “Repurposing Literacy”, in The Uses of Digital Literacy, Queensland University Press, Qld, pp.1-38.

Simona Bostina-Bratu, 2015, ‘Text Messaging vs Academic Writing – A Case Study’, Vol. XXI, No 2, p 545-550

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