Digital Childhood and Youth: New Texts, New Literacies

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  • Topic: Literacy, Information literacy, New literacies
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  • Published : October 30, 2012
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This article was downloaded by: [99.243.213.119] On: 30 October 2012, At: 22:24 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Discourse: Studies in the Cultural Politics of Education
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Digital Childhood and Youth: New texts, new literacies
Victoria Carrington & Jackie Marsh
a b a b

University of Plymouth, UK

University of Sheffield, UK Version of record first published: 20 Aug 2006.

To cite this article: Victoria Carrington & Jackie Marsh (2005): Digital Childhood and Youth: New texts, new literacies, Discourse: Studies in the Cultural Politics of Education, 26:3, 279-285 To link to this article: http://dx.doi.org/10.1080/01596300500199890

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Discourse: studies in the cultural politics of education Vol. 26, No. 3, September 2005, pp. 279Á 285 /

EDITORIAL OVERVIEW

Digital Childhood and Youth: New texts, new literacies
Victoria Carringtona* and Jackie Marshb
a

University of Plymouth, UK; bUniversity of Sheffield, UK

Downloaded by [99.243.213.119] at 22:24 30 October 2012

This journal has long engaged with the cultural politics of education, interrogating the intersections between cultural forms and movements and the hegemonic frameworks and institutions of education. In this special edition we focus the interrogatory lens on the production and use of texts in an age of digital communications and changing perceptions of childhood and youth. Literacy and childhood have always been, and remain, contentious issues. They are emblematic concepts rather than objects or facts. As concepts they are elastic and politicized, reflecting tensions and changes taking place in the broader social fabric. In the shift to new digital technologies, changing sociocultural landscapes, and new theoretical frames the growing difficulty in defining and delineating literacy is one of the core discussions of contemporary literacy politics and has become a prominent theme. These discussions encompass demands for an expanded notion of text and literacy (Bearne, 2003; Carrington, 2005; Lankshear, 1997), calls to pull the concept back to its historical and technological roots around print (Kress, 2003), and a concern to differentiate between media and print literacies (Vincent, 2003). While adults as well as young people engage with these new forms of text, it is the literate habitus of children and early adolescents that has caused the most unease and political manoeuvring amongst educators, policy-makers and parents. This special issue takes as its starting point the proposition that any understanding of literacy can no longer be about basic print skills. The New Literacy Studies, the paradigm in which we work, draw from a range of influences*ethnomethodology, critical pedagogy, poststructuralism, sociolinguistics, and sociocultural psychology to name a few*all of which foreground the way in which literacy practices are inextricably...
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