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MULTILITERACIES FOR A DIGITAL AGE
Multititeracies for a Digital Age by Staurt A. Selber proposes a new role the
computer programs in education, which involves beyond the use of them as a
technical tools and prepares students to develop different strategies to get
domain of comunicative skills.
According to Selber, there are three áreas of digital literacy: functional literacy,
criticla literacy and rethorical literacy. He refers that functional literacy assumes
students not as a simple consumers and computers programs as simple tools.
He thinks that students should empowered of technology, understand it and
recognize it in a specific context. In the critical literacy, Selber asks for a
student able to assume new quests about the way as technology is used to
persuade him as political subject. In the rethorical literacy, the autor
emphazises about necessity to help students in order to think the technology as
a transforming element in relation to cultural and social problems.
As a conclusión this autor invites teachers to understand the technology in a
different perspective, which assumes technology as a system, not as a simple
technical tool.
Multiliteracies for a digital age

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Multiliteracies for a digital age

  • 1. MULTILITERACIES FOR A DIGITAL AGE Multititeracies for a Digital Age by Staurt A. Selber proposes a new role the computer programs in education, which involves beyond the use of them as a technical tools and prepares students to develop different strategies to get domain of comunicative skills. According to Selber, there are three áreas of digital literacy: functional literacy, criticla literacy and rethorical literacy. He refers that functional literacy assumes students not as a simple consumers and computers programs as simple tools. He thinks that students should empowered of technology, understand it and recognize it in a specific context. In the critical literacy, Selber asks for a student able to assume new quests about the way as technology is used to persuade him as political subject. In the rethorical literacy, the autor emphazises about necessity to help students in order to think the technology as a transforming element in relation to cultural and social problems. As a conclusión this autor invites teachers to understand the technology in a different perspective, which assumes technology as a system, not as a simple technical tool.