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 StieglerReferences
- 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
- 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
- Stiegler, B. (2010). Taking care of youth and the generations (S. Barker, Trans.). Stanford: Stanford University Press.Google Scholar
- 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