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ICT Literacy: A Technical or Non-technical Issue?

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The Original Article was published on 16 December 2015

A Reply to this article was published on 16 December 2015

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.

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References

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Authors and Affiliations

  1. Education Studies, Liverpool Hope University, Hope Park, Liverpool, L16 9JD, UK

    Joris Vlieghe

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  1. Joris Vlieghe
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Correspondence to Joris Vlieghe.

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Vlieghe, J. ICT Literacy: A Technical or Non-technical Issue?. Found Sci 22, 401–404 (2017). https://doi.org/10.1007/s10699-015-9458-3

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  • DOI: https://doi.org/10.1007/s10699-015-9458-3

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