Abstract:
This is a study of the parameters and components of a networked notion of literacy. The meaning of certain key terms ('reading', 'writing', 'text', and 'literacy' itself) is taken for granted by many writers, and ascertaining definitions is preliminary to understanding a technologically re-evaluated notion of literacy. These concepts have often been over-implied and under understood- they also often exist in a state of flux, and the conditions of reference need to be negotiated before a notion of literacy can be theorised or developed. Also, these terms have implied ontologies, aesthetics, and politics, and as such constitute sites for contesting meaning and control. This essay is a prolegomenon-a preliminary study to further analysis of the social and cultural impact of computers. In it I address readings that have described challenges to reading and writing processes by networked computers. These challenges include extending the use of older media and creating possibilities for new literate activities. I examine and frame the multiple identities and locations of electronic texts. I analyse and contest the basis of certain assumptions of those readings: that literacy is technologically determined and that hypertext creates radically different literate expenences from print technology. These dominant narratives are based upon hidden agendas and assumptions about the social reception of technology. They have the potential to obscure and limit other interpretations, ideas, knowledge and experiences.
