a view informed by the problems of traditional literacy in a digital age
a view informed by the problems of traditional literacy in a digital age
a view informed by the problems of traditional literacy in a digital age
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Reconstruct<strong>in</strong>g <strong>the</strong> teach<strong>in</strong>g <strong>of</strong> langu<strong>age</strong>: a <strong>view</strong><br />
<strong><strong>in</strong>formed</strong> <strong>by</strong> <strong>the</strong> <strong>problems</strong> <strong>of</strong> <strong>traditional</strong> <strong>literacy</strong> <strong>in</strong> a<br />
<strong>digital</strong> <strong>age</strong><br />
Ronald Soetaert a & Bart Bonamie a<br />
a University <strong>of</strong> Ghent, Belgium<br />
Available onl<strong>in</strong>e: 19 Dec 2006<br />
To cite this article: Ronald Soetaert & Bart Bonamie (1999): Reconstruct<strong>in</strong>g <strong>the</strong> teach<strong>in</strong>g <strong>of</strong> langu<strong>age</strong>: a <strong>view</strong> <strong><strong>in</strong>formed</strong> <strong>by</strong><br />
<strong>the</strong> <strong>problems</strong> <strong>of</strong> <strong>traditional</strong> <strong>literacy</strong> <strong>in</strong> a <strong>digital</strong> <strong>age</strong>, Journal <strong>of</strong> Information Techology for Teacher Education, 8:2, 123-147<br />
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Downloaded <strong>by</strong> [University <strong>of</strong> Gent] at 06:46 09 December 2011<br />
Journal <strong>of</strong> Information Technology for Teacher Education, Vol. 8, No. 2, 1999<br />
Reconstruct<strong>in</strong>g <strong>the</strong> Teach<strong>in</strong>g <strong>of</strong> Langu<strong>age</strong>:<br />
a <strong>view</strong> <strong><strong>in</strong>formed</strong> <strong>by</strong> <strong>the</strong> <strong>problems</strong> <strong>of</strong><br />
<strong>traditional</strong> <strong>literacy</strong> <strong>in</strong> a <strong>digital</strong> <strong>age</strong><br />
RONALD SOETAERT & BART BONAMIE<br />
University <strong>of</strong> Ghent, Belgium<br />
ABSTRACT In <strong>the</strong> authors’ work at <strong>the</strong> University <strong>of</strong> Ghent <strong>the</strong>y focus on <strong>the</strong><br />
problem <strong>of</strong> cultural <strong>literacy</strong> <strong>in</strong> a <strong>digital</strong> <strong>age</strong>. In <strong>the</strong> first part <strong>of</strong> this article <strong>the</strong>y<br />
confront <strong>the</strong> reader with recent compla<strong>in</strong>ts about our postmodern culture,<br />
ma<strong>in</strong>ly <strong>in</strong>spired <strong>by</strong> a back-to-basics movement. In <strong>the</strong> second part <strong>the</strong>y<br />
consider or ‘problematise’ <strong>literacy</strong> <strong>in</strong> a postmodern and post-pr<strong>in</strong>t society. In<br />
<strong>the</strong> third part <strong>the</strong>y focus on ‘langu<strong>age</strong> and literature’ <strong>in</strong> a <strong>digital</strong> <strong>age</strong> –<br />
question<strong>in</strong>g <strong>the</strong> pr<strong>of</strong>ession <strong>of</strong> langu<strong>age</strong> and literature teachers today. In <strong>the</strong><br />
fourth part <strong>the</strong>y try to describe how <strong>digital</strong> screens change our attitude<br />
towards books, culture and education <strong>in</strong> general, and writ<strong>in</strong>g and read<strong>in</strong>g <strong>in</strong><br />
particular. Changes <strong>in</strong> technology <strong>in</strong>fluence how we consider <strong>literacy</strong> <strong>in</strong><br />
general and our ideas about learn<strong>in</strong>g and teach<strong>in</strong>g <strong>in</strong> particular. In <strong>the</strong> fifth<br />
part <strong>the</strong>y describe different new roles for teachers which have been <strong>in</strong>fluenced<br />
and even created <strong>by</strong> <strong>the</strong> <strong>digital</strong> revolution. From <strong>the</strong>ir educational <strong>view</strong>po<strong>in</strong>t,<br />
<strong>the</strong> authors suggest a new k<strong>in</strong>d <strong>of</strong> <strong>literacy</strong> is needed, start<strong>in</strong>g from <strong>the</strong> fact<br />
that <strong>literacy</strong> is always constructed – situated – <strong>in</strong> a particular context. The<br />
discussion about <strong>the</strong> progress or <strong>the</strong> decl<strong>in</strong>e <strong>of</strong> our <strong>literacy</strong> should be situated<br />
<strong>in</strong> a historical, contextual framework. A historical perspective teaches us that<br />
<strong>literacy</strong> is a process ra<strong>the</strong>r than a product. When we know where our<br />
concepts <strong>of</strong> <strong>literacy</strong> come from, and how <strong>the</strong>y are embedded <strong>in</strong> a cultural<br />
context, we will be able to understand how it evolves. Only such an<br />
understand<strong>in</strong>g can provide an adequate basis for discuss<strong>in</strong>g <strong>the</strong> issues <strong>of</strong><br />
langu<strong>age</strong> teach<strong>in</strong>g and teacher tra<strong>in</strong><strong>in</strong>g with new technologies and media.<br />
Compla<strong>in</strong><strong>in</strong>g, Blam<strong>in</strong>g, Cur<strong>in</strong>g<br />
Compla<strong>in</strong><strong>in</strong>g<br />
Comparatively few people today – <strong>in</strong> Western societies – are considered<br />
illiterate. Yet ‘cultural’ <strong>literacy</strong> is considered a major problem <strong>in</strong> our<br />
contemporary society (Soetaert & Top, 1996). At universities, <strong>in</strong> schools, <strong>in</strong><br />
bars, <strong>in</strong> newspapers, magaz<strong>in</strong>es and talk shows people are compla<strong>in</strong><strong>in</strong>g<br />
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Ronald Soetaert & Bart Bonamie<br />
about <strong>the</strong> decl<strong>in</strong>e <strong>of</strong> cultural <strong>literacy</strong>. In particular, people work<strong>in</strong>g <strong>in</strong><br />
literary circles and <strong>the</strong> artistic world – <strong>in</strong> general, people shar<strong>in</strong>g good taste<br />
– are compla<strong>in</strong><strong>in</strong>g that high culture no longer counts and no longer affects<br />
society. All <strong>of</strong> this is part <strong>of</strong> <strong>the</strong> ‘culture <strong>of</strong> compla<strong>in</strong>t’, probably also <strong>the</strong><br />
typical compla<strong>in</strong>t discourse <strong>of</strong> gett<strong>in</strong>g older.<br />
The compla<strong>in</strong>ts are also <strong>in</strong>spired <strong>by</strong> ‘taste’. A quick glance at several<br />
books and articles reveals that we really can differ <strong>in</strong> taste. Good taste <strong>in</strong><br />
some recent ‘compla<strong>in</strong>t books’ is described as a manifestation <strong>of</strong> human<br />
sensibility toward <strong>the</strong> world. And good taste is said to be <strong>in</strong> danger today.<br />
Brows<strong>in</strong>g through a bestseller <strong>by</strong> Alan Bloom (1987), we f<strong>in</strong>d ample<br />
illustrations <strong>of</strong> <strong>the</strong> way <strong>the</strong> discourse <strong>of</strong> compla<strong>in</strong>t works. About <strong>the</strong> good<br />
old teacher: ‘The old teachers who loved Shakespeare or Austen or Donne,<br />
and whose only reward for teach<strong>in</strong>g was <strong>the</strong> perpetuation <strong>of</strong> <strong>the</strong>ir taste, have<br />
all but disappeared’ (Bloom, 1987, p. 65). About <strong>the</strong> ‘classical’: ‘Classical<br />
music is now a special taste, like Greek langu<strong>age</strong> or pre-Columbian<br />
archaeology, not a common culture <strong>of</strong> reciprocal communication and<br />
psychological shorthand’ (Bloom, 1987, p. 68). The central idea was<br />
summarised <strong>by</strong> Postman (1985) <strong>in</strong> his Amus<strong>in</strong>g Ourselves to Death –<br />
ano<strong>the</strong>r best-sell<strong>in</strong>g book – and <strong>the</strong> ideas are echoes from Bloom’s<br />
lamentation: ‘But, <strong>in</strong> <strong>the</strong> meantime, any notion <strong>of</strong> <strong>the</strong> serious life <strong>of</strong> leisure,<br />
as well as men’s taste and capacity to love it had disappeared. Leisure<br />
became enterta<strong>in</strong>ment’ (Bloom, 1987, p. 78).<br />
Blam<strong>in</strong>g<br />
Who is to blame? There are a lot <strong>of</strong> possible scapegoats: postmodernism,<br />
capitalism, <strong>the</strong> commercial market, <strong>in</strong>tellectuals, education <strong>in</strong><br />
general/teachers <strong>in</strong> particular, (<strong>the</strong> disappearance <strong>of</strong>) <strong>the</strong> nuclear family/<strong>the</strong><br />
nation, academia, (over)specialised discourse at <strong>the</strong> university and art<br />
criticism, art itself, critical <strong>the</strong>ory, etc. And all <strong>the</strong>se blameworthy<br />
<strong>in</strong>stitutions, people, discipl<strong>in</strong>es and philosophies are deeply <strong>in</strong>tertw<strong>in</strong>ed,<br />
form<strong>in</strong>g an <strong>in</strong>stitutional network.<br />
Of course, education is always <strong>the</strong> major scapegoat: <strong>in</strong>adequately<br />
tra<strong>in</strong>ed teachers, for some; an irrelevant curriculum, for o<strong>the</strong>rs; a trivial<br />
curriculum; a trivial methodology obsessed <strong>by</strong> short-sighted aims. And, <strong>of</strong><br />
course, among <strong>the</strong> usual suspects, <strong>the</strong> media are very <strong>of</strong>ten mentioned:<br />
m<strong>in</strong>dless TV and subcultures with CDs, computers, computer games, etc.<br />
Bloom summarised his compla<strong>in</strong>t <strong>in</strong> a direct attack on youth culture: ‘But as<br />
long as <strong>the</strong>y have <strong>the</strong> Walkman on, <strong>the</strong>y cannot hear what <strong>the</strong> great<br />
tradition has to say. And, after its prolonged use, when <strong>the</strong>y take it <strong>of</strong>f, <strong>the</strong>y<br />
f<strong>in</strong>d that <strong>the</strong>y are deaf’ (Bloom, 1987, p. 81). Let us replace <strong>the</strong> Walkman <strong>by</strong><br />
<strong>the</strong> computer and we can imag<strong>in</strong>e what Bloom would have suggested: young<br />
people have gone bl<strong>in</strong>d once <strong>the</strong>y f<strong>in</strong>ally look up from <strong>the</strong> screen. Bl<strong>in</strong>d at<br />
least to <strong>the</strong> beauty <strong>of</strong> <strong>traditional</strong> cultural herit<strong>age</strong>.<br />
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Cur<strong>in</strong>g<br />
RECONSTRUCTING LANGUAGE TEACHING<br />
These laments are accompanied <strong>by</strong> a litany <strong>of</strong> cures. Argu<strong>in</strong>g aga<strong>in</strong>st<br />
postmodern and progressive educational philosophy, E. D. Hirsch (1988)<br />
stresses <strong>the</strong> importance <strong>of</strong> ‘our’ cultural herit<strong>age</strong> for education. He<br />
<strong>in</strong>troduces <strong>the</strong> concept <strong>of</strong> ‘cultural <strong>literacy</strong>’ as an essential basis for learn<strong>in</strong>g<br />
and compla<strong>in</strong>s about <strong>the</strong> fact that <strong>in</strong> our contemporary education we have<br />
overstressed skills – and have too much naive faith <strong>in</strong> our students’<br />
competence to learn general knowledge and skills based on a few examples<br />
<strong>of</strong> good practice, a few experiences (<strong>the</strong> found<strong>in</strong>g fa<strong>the</strong>r <strong>of</strong> this model is<br />
John Dewey). Skills – accord<strong>in</strong>g to Hirsch – cannot be taught separately<br />
from knowledge. And Hirsch created a list. A descriptive and prescriptive list<br />
<strong>of</strong> <strong>the</strong> knowledge shared <strong>by</strong> literate people (American, <strong>in</strong> <strong>the</strong> case <strong>of</strong> Hirsch,<br />
who also stresses <strong>the</strong> importance <strong>of</strong> a national perspective on cultural<br />
<strong>literacy</strong>). So <strong>the</strong> cure for Hirsch is a simple remedy: we have to teach aga<strong>in</strong><br />
<strong>traditional</strong> ‘myths and facts’, described as ‘<strong>the</strong> oxygen <strong>of</strong> social <strong>in</strong>tercourse’<br />
(Hirsch, 1988, p. xii). Cultural <strong>literacy</strong> – accord<strong>in</strong>g to back-to-basics – creates<br />
a common ground for discussion, a shared knowledge. We want to argue<br />
that such a quick fix is impossible – and is <strong>in</strong>adequate for <strong>the</strong> complex<br />
<strong>problems</strong> we are confronted with.<br />
Stimulated <strong>by</strong> <strong>the</strong> back-to-basics movement, <strong>the</strong>re have been lots <strong>of</strong><br />
activities focused on <strong>the</strong> development <strong>of</strong> <strong>literacy</strong> and numeracy. However,<br />
<strong>the</strong>se <strong>in</strong>itiatives have very <strong>of</strong>ten been focused on <strong>traditional</strong> forms <strong>of</strong><br />
<strong>literacy</strong>, and even have been critical <strong>of</strong> recent developments <strong>in</strong> media and<br />
<strong>digital</strong> <strong>literacy</strong>. The modern and postmodern forms <strong>of</strong> <strong>literacy</strong> were even<br />
represented as ‘enemies’ <strong>of</strong> <strong>traditional</strong> <strong>literacy</strong>.<br />
‘Problematis<strong>in</strong>g’<br />
Post-times<br />
A lot <strong>of</strong> trends <strong>in</strong> our Western society can be characterised <strong>by</strong> <strong>the</strong> prefix<br />
‘post-‘. Postmodern philosophers describe postmodernism as <strong>the</strong> loss <strong>of</strong><br />
belief <strong>in</strong> ‘grand narratives’ and <strong>the</strong> consequent dis<strong>in</strong>tegration <strong>of</strong><br />
communication <strong>in</strong>to ‘langu<strong>age</strong> games’ (Lyotard, 1979). Economists describe<br />
our post-<strong>in</strong>dustrial society as a culture <strong>in</strong> which manpower has been<br />
replaced <strong>by</strong> <strong>in</strong>formation and automatisation, from ‘manufactur<strong>in</strong>g’ to<br />
‘ment<strong>of</strong>actur<strong>in</strong>g’, for which we need a new job class <strong>of</strong> ‘symbolic-analytic<br />
workers’. The world system <strong>of</strong> nation states is be<strong>in</strong>g transformed <strong>by</strong> <strong>the</strong><br />
grow<strong>in</strong>g globalisation with important consequences, not only <strong>in</strong> terms <strong>of</strong><br />
economy and commerce but also <strong>in</strong> <strong>the</strong> realms <strong>of</strong> culture and education. As<br />
a consequence <strong>of</strong> globalisation, modern national education can no longer be<br />
limited to cultural chauv<strong>in</strong>ism. Of course, this will <strong>in</strong>fluence langu<strong>age</strong><br />
teach<strong>in</strong>g.<br />
The new media are likewise transform<strong>in</strong>g cultures and politics. Time<br />
and space are compressed; new global networks create new identities;<br />
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Ronald Soetaert & Bart Bonamie<br />
‘network’ has become <strong>the</strong> dom<strong>in</strong>ant metaphor <strong>of</strong> our times. And <strong>the</strong>se new<br />
media are described as post-pr<strong>in</strong>t. Indeed, changes <strong>in</strong> technology trigger<br />
changes <strong>in</strong> <strong>literacy</strong>.<br />
A dom<strong>in</strong>ant recurr<strong>in</strong>g metaphor is <strong>the</strong> border/boundary metaphor. In<br />
<strong>the</strong> field <strong>of</strong> education, <strong>the</strong> lack <strong>of</strong> consensus about what should be <strong>in</strong> <strong>the</strong><br />
curriculum or be taught, is mirrored <strong>by</strong> a series <strong>of</strong> ‘border conflicts’ or<br />
‘border blurr<strong>in</strong>gs’. A glance (<strong>in</strong> fact an Internet search) on <strong>the</strong> ‘titles’ <strong>of</strong><br />
recent conferences and titles <strong>of</strong> books and articles, shows us how many<br />
‘border blurr<strong>in</strong>gs’ are high on <strong>the</strong> <strong>age</strong>nda: between teacher/pr<strong>of</strong>essor &<br />
pupil/student, between elite and popular cultures, between arts/media,<br />
between consumer and producer, between textual and audio/visual, between<br />
‘real’ and ‘virtual’….<br />
Our Langu<strong>age</strong> Teach<strong>in</strong>g On-L<strong>in</strong>e (LTOL) project focused on how <strong>the</strong><br />
concept <strong>of</strong> <strong>literacy</strong> has been changed <strong>by</strong> <strong>the</strong>se border blurr<strong>in</strong>gs.<br />
Problematis<strong>in</strong>g Literacy<br />
What is happen<strong>in</strong>g to <strong>literacy</strong>? Literacy will be deeply <strong>in</strong>fluenced <strong>by</strong> a few<br />
major shifts: an <strong>in</strong>ternational, global and multicultural shift <strong>in</strong> our economy,<br />
politics and culture; a multidiscipl<strong>in</strong>ary and <strong>in</strong>terdiscipl<strong>in</strong>ary shift <strong>in</strong> <strong>the</strong><br />
academic world; a technological shift <strong>in</strong> all that we do, how we work, play<br />
and teach …. Because <strong>of</strong> all <strong>the</strong>se shifts, we are faced with very complex<br />
<strong>problems</strong>. We cannot work with<strong>in</strong> <strong>the</strong> <strong>traditional</strong> categories. The content will<br />
be questioned or ‘problematised’ and so we need new ways <strong>of</strong> reconfigur<strong>in</strong>g<br />
<strong>literacy</strong>.<br />
From a historical perspective, we learn how our def<strong>in</strong>itions <strong>of</strong> <strong>literacy</strong><br />
change over <strong>the</strong> years, <strong>in</strong>spired <strong>by</strong> <strong>the</strong> <strong>in</strong>formation and communication<br />
needs <strong>of</strong> a particular society. From this perspective, we learn how <strong>the</strong> pr<strong>in</strong>t<br />
culture constructed a k<strong>in</strong>d <strong>of</strong> <strong>literacy</strong> <strong>in</strong> <strong>the</strong> past, and how computer<br />
technology deeply problematises <strong>the</strong> concept <strong>of</strong> <strong>literacy</strong>. More than ever, we<br />
are confronted today with multiliteracies – but more and more <strong>the</strong><br />
<strong>digital</strong>isation <strong>of</strong> all communication and <strong>in</strong>formation unites all <strong>the</strong>se literacies<br />
on <strong>the</strong> computer screen.<br />
Problematis<strong>in</strong>g Technology/Media<br />
Today, our attitude toward technology is very <strong>of</strong>ten <strong>in</strong>spired <strong>by</strong> nostalgia for<br />
<strong>the</strong> pr<strong>in</strong>t culture <strong>in</strong> general and even <strong>the</strong> smell and looks <strong>of</strong> books, paper,<br />
pens, etc. This nostalgia at <strong>the</strong> turn <strong>of</strong> <strong>the</strong> Millennium makes us worry about<br />
recent technological evolutions. The technological revolution is said to make<br />
children bl<strong>in</strong>d to our pr<strong>in</strong>t-based cultural herit<strong>age</strong>. But we should not take<br />
technology on board bl<strong>in</strong>dly, we should open our eyes to <strong>the</strong> fact that<br />
technology creates culture. We should realise that <strong>the</strong> media <strong>in</strong> which we<br />
are socialised very <strong>of</strong>ten make us bl<strong>in</strong>d to <strong>the</strong> cultural characteristics <strong>of</strong> <strong>the</strong>ir<br />
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RECONSTRUCTING LANGUAGE TEACHING<br />
technology. We hardly realise that even books can be considered as tools, as<br />
a k<strong>in</strong>d <strong>of</strong> technology. The first th<strong>in</strong>g we have to do is look back at <strong>the</strong><br />
development <strong>of</strong> <strong>the</strong> pr<strong>in</strong>t<strong>in</strong>g press and redescribe <strong>the</strong> book as a tool or as a<br />
teach<strong>in</strong>g mach<strong>in</strong>e (McLuhan, 1964). Indeed, <strong>the</strong> <strong>in</strong>vention <strong>of</strong> <strong>the</strong> pr<strong>in</strong>t<strong>in</strong>g<br />
press confronted <strong>the</strong> public with similar questions and doubts we have<br />
today: could a book be an ideal tool for learn<strong>in</strong>g? Could students tra<strong>in</strong>ed <strong>in</strong><br />
silent read<strong>in</strong>g measure up to <strong>the</strong> skills <strong>of</strong> <strong>the</strong> past: a period <strong>of</strong> orality, a<br />
period <strong>of</strong> slow read<strong>in</strong>g? (McLuhan, 1964). We should realise that books and<br />
read<strong>in</strong>g/writ<strong>in</strong>g created a particular ‘situated’ <strong>literacy</strong>, construct<strong>in</strong>g at <strong>the</strong><br />
same time modern academic scholarship and modern science. Schools,<br />
universities and libraries as we know <strong>the</strong>m today were <strong>in</strong>stitutionalised. The<br />
<strong>in</strong>vention and <strong>the</strong> development <strong>of</strong> books are also l<strong>in</strong>ked to <strong>the</strong> construction<br />
<strong>of</strong> nationalism, <strong>the</strong> appearances <strong>of</strong> national libraries and museums, literary<br />
canons, national histories, <strong>the</strong> ‘emergence’ <strong>of</strong> classes, capitalism, secularism,<br />
colonialism, <strong>in</strong>dividualism, copyright, etc. Democracy created mass <strong>literacy</strong>.<br />
The <strong>in</strong>dustrial revolution and pr<strong>in</strong>t<strong>in</strong>g shaped modernism <strong>in</strong> such a way that<br />
it looked like a ‘natural space’ we are liv<strong>in</strong>g <strong>in</strong>. Chang<strong>in</strong>g <strong>the</strong>se tools creates<br />
a feel<strong>in</strong>g <strong>of</strong> nostalgia. And new tools create new emotions, new biases, new<br />
feel<strong>in</strong>gs <strong>of</strong> naturalness (Ong, 1982). There is a fatal attraction <strong>of</strong> nostalgia,<br />
and <strong>the</strong> usual suspect is technology.<br />
We have to move away from technophobia (certa<strong>in</strong>ly <strong>in</strong> <strong>the</strong> humanities,<br />
langu<strong>age</strong>s, social sciences) and try to become technophilic. One possible way<br />
to do that is to redef<strong>in</strong>e <strong>the</strong> relation between technology – tools – and<br />
creativity, to redef<strong>in</strong>e <strong>the</strong> borders between technology and art.<br />
From a <strong>traditional</strong> perspective, <strong>the</strong>re is a gap between <strong>the</strong> two; from a<br />
postmodern perspective both can be connected. It is precisely <strong>in</strong> <strong>the</strong> <strong>digital</strong><br />
world that <strong>the</strong> borders between art and technology have been blurred.<br />
Becom<strong>in</strong>g an artist <strong>in</strong> <strong>the</strong> <strong>digital</strong> <strong>age</strong> implies very <strong>of</strong>ten some form <strong>of</strong><br />
technological competence. Probably <strong>the</strong> separation between technological<br />
competence and any o<strong>the</strong>r expertise or discipl<strong>in</strong>e will become more and<br />
more vague.<br />
In our project we focused on two obsessions <strong>in</strong> education: <strong>the</strong> crisis <strong>in</strong><br />
cultural <strong>literacy</strong> and <strong>the</strong> power <strong>of</strong> computers. Some conservative<br />
educationalists ignore computers; <strong>the</strong>y consider modern technology to be<br />
<strong>the</strong> prime suspect <strong>in</strong> <strong>the</strong>ir compla<strong>in</strong>ts about <strong>the</strong> crisis <strong>in</strong> modern times (<strong>the</strong><br />
<strong>literacy</strong> debates <strong>in</strong> <strong>the</strong> 1980s). Some progressive th<strong>in</strong>kers <strong>in</strong>troduce <strong>the</strong><br />
computer as a solution to this crisis.<br />
But we should also dissociate ourselves from utopian thoughts:<br />
‘Political utopias are a form <strong>of</strong> nostalgia for an imag<strong>in</strong>ed past projected on<br />
<strong>the</strong> future as a wish’ (Otterspeer, cited <strong>in</strong> Ignatieff, 1991, p. 43). Technology<br />
will not lead us to paradise but (hopefully) not to hell ei<strong>the</strong>r.<br />
We would like to defend a common-sense thought: technology is not<br />
bad or good <strong>in</strong> itself, it is <strong>the</strong> way we use technology that determ<strong>in</strong>es <strong>the</strong><br />
value. But we cannot escape technology, <strong>the</strong>re is no happy end<strong>in</strong>g, <strong>literacy</strong><br />
cannot be completed ‘because <strong>the</strong>re is noth<strong>in</strong>g to complete, <strong>the</strong>re is only a<br />
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web <strong>of</strong> relations to be rewoven, a web which time leng<strong>the</strong>ns every day’<br />
(Rorty, 1989, pp. 42–43).<br />
Media Literacy<br />
We are all confronted with <strong>the</strong> ubiquity <strong>of</strong> media <strong>in</strong> our society. Mass media<br />
create a w<strong>in</strong>dow on <strong>the</strong> world; more and more we have to recognise that<br />
media also construct our im<strong>age</strong> <strong>of</strong> this world. Education must meet <strong>the</strong><br />
challenge <strong>of</strong> <strong>in</strong>troduc<strong>in</strong>g students to a new k<strong>in</strong>d <strong>of</strong> media <strong>literacy</strong>. This is<br />
one <strong>of</strong> <strong>the</strong> most serious challenges as we enter <strong>the</strong> twenty-first century. This<br />
‘new k<strong>in</strong>d’ <strong>of</strong> <strong>literacy</strong> should <strong>in</strong>clude visual and audio <strong>literacy</strong>. Inevitably,<br />
this implies a different k<strong>in</strong>d <strong>of</strong> pr<strong>in</strong>t or textual <strong>literacy</strong>. To broaden <strong>the</strong><br />
concept <strong>of</strong> <strong>literacy</strong> implies – for some – a dilution <strong>of</strong> our skills <strong>in</strong> textual<br />
<strong>literacy</strong>.<br />
The plea for tak<strong>in</strong>g mass media seriously is about more than radio,<br />
television, film … <strong>the</strong> Internet (primarily via <strong>the</strong> World Wide Web) has<br />
changed <strong>the</strong> landscape <strong>of</strong> mass media. There is a major difference: <strong>the</strong><br />
political pressure to take <strong>the</strong> technological revolution seriously <strong>in</strong> education<br />
is greater than ever, s<strong>in</strong>ce it is prompted <strong>by</strong> <strong>the</strong> importance <strong>of</strong> this<br />
revolution for <strong>the</strong> economy.<br />
More and more communication and <strong>in</strong>formation is presented <strong>in</strong> a<br />
<strong>digital</strong> environment so we should be aware <strong>of</strong> <strong>the</strong> fact that citizens who<br />
cannot participate <strong>in</strong> cyberspace will be functionally illiterate. We are<br />
becom<strong>in</strong>g aware that those who tend to lag beh<strong>in</strong>d <strong>in</strong> technology will be <strong>the</strong><br />
have-nots <strong>of</strong> <strong>the</strong> future. Not hav<strong>in</strong>g access to <strong>the</strong> Internet will create a gap.<br />
The network reorganises our power relationships (Castells, 1996;<br />
Castells et al, 1999). We have to make vision statements <strong>in</strong> which we<br />
envision a future culture and pedagogy. Apart from <strong>the</strong>oris<strong>in</strong>g, we also have<br />
to create ‘practice’. Teach<strong>in</strong>g new skills will be a prerequisite.<br />
From <strong>the</strong> perspective <strong>of</strong> ‘knowledge’, we should stress <strong>the</strong> importance<br />
<strong>of</strong> understand<strong>in</strong>g:<br />
o <strong>the</strong> role <strong>of</strong> <strong>in</strong>formation and communications technology (ICT) for society<br />
(production, control, reception <strong>of</strong> <strong>in</strong>formation);<br />
o <strong>the</strong> role <strong>of</strong> ICT for policy mak<strong>in</strong>g and enterta<strong>in</strong>ment (<strong>the</strong> creation <strong>of</strong> a<br />
public sphere);<br />
o <strong>the</strong> role <strong>of</strong> ICT for different <strong>in</strong>stitutions (school, library, mass media ...)<br />
and discipl<strong>in</strong>es (science, art, humanities ...);<br />
o <strong>the</strong> role <strong>of</strong> ICT for <strong>in</strong>dividuals (personal, pr<strong>of</strong>essional).<br />
And all this implies a deep understand<strong>in</strong>g <strong>of</strong> how <strong>in</strong>dividuals and <strong>in</strong>stitutions<br />
manipulate <strong>in</strong>formation, how new discourses and rhetoric emerge, how tools<br />
create <strong>in</strong>formation and <strong>of</strong> course we need to evaluate all <strong>the</strong>se<br />
transformations.<br />
Look<strong>in</strong>g at <strong>literacy</strong> more broadly implies tak<strong>in</strong>g <strong>in</strong>to account <strong>the</strong><br />
‘knowledge work’ we have to perform. This k<strong>in</strong>d <strong>of</strong> work implies a more<br />
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complex k<strong>in</strong>d <strong>of</strong> <strong>literacy</strong>. In this phase <strong>of</strong> <strong>the</strong> process we tend to<br />
conceptualise <strong>the</strong>se skills as be<strong>in</strong>g additional, but <strong>the</strong>y are rapidly becom<strong>in</strong>g<br />
elementary <strong>in</strong> our society (as rudimentary as <strong>the</strong> pr<strong>in</strong>t-based skills). Indeed,<br />
<strong>the</strong> skills and <strong>the</strong> ability to use computers to improve learn<strong>in</strong>g, productivity<br />
and performance have become as fundamental as more <strong>traditional</strong> skills. Yet,<br />
we want to stress <strong>the</strong> importance <strong>of</strong> relat<strong>in</strong>g <strong>digital</strong> literacies with <strong>traditional</strong><br />
literacies but <strong>the</strong>n we should reconceptualise <strong>the</strong> pr<strong>in</strong>t-based <strong>literacy</strong> not as<br />
‘natural’ skills but as part <strong>of</strong> a culturally constructed <strong>literacy</strong>.<br />
We need to re<strong>view</strong> our understand<strong>in</strong>g <strong>of</strong> <strong>literacy</strong> skills for today’s<br />
students. Indeed, <strong>the</strong>y will be work<strong>in</strong>g <strong>in</strong> a different workplace – <strong>in</strong> a new<br />
<strong>digital</strong> world. Just as students <strong>of</strong> <strong>the</strong> past needed support <strong>in</strong> learn<strong>in</strong>g <strong>the</strong><br />
essential skills <strong>of</strong> functional <strong>literacy</strong> (pen, paper and books), students <strong>of</strong><br />
today need to learn how to man<strong>age</strong> computers (word processors, databases,<br />
<strong>the</strong> Internet).<br />
Langu<strong>age</strong> plays an important role <strong>in</strong> this <strong>literacy</strong> revolution. So we can<br />
summarise <strong>the</strong> problem <strong>by</strong> ask<strong>in</strong>g three simple questions:<br />
o How do new genres change our def<strong>in</strong>itions <strong>of</strong> <strong>literacy</strong>?<br />
o How are langu<strong>age</strong> and langu<strong>age</strong> teach<strong>in</strong>g altered <strong>by</strong> <strong>the</strong> <strong>digital</strong><br />
revolution?<br />
o How do teachers behave dur<strong>in</strong>g <strong>the</strong>se revolutionary times?<br />
In <strong>the</strong> next two parts <strong>of</strong> this article we focus on langu<strong>age</strong> and literature<br />
(teach<strong>in</strong>g) and <strong>the</strong> role <strong>of</strong> teachers <strong>in</strong> <strong>the</strong> <strong>digital</strong> world.<br />
Langu<strong>age</strong> and Literature <strong>in</strong> a Digital Age<br />
What happens to langu<strong>age</strong> and culture on <strong>the</strong> computer screen? How do<br />
computers change our <strong>literacy</strong>? How have langu<strong>age</strong> learn<strong>in</strong>g and teach<strong>in</strong>g<br />
been <strong>in</strong>fluenced <strong>by</strong> <strong>digital</strong>isation?<br />
Before deal<strong>in</strong>g with <strong>the</strong>se questions, we would like to ask a<br />
fundamental question: how did our discipl<strong>in</strong>e change? The recent <strong>digital</strong><br />
revolution should be embedded <strong>in</strong> what already happens <strong>in</strong> our discipl<strong>in</strong>e:<br />
<strong>the</strong> study <strong>of</strong> langu<strong>age</strong> and literature.<br />
Our <strong>view</strong> is <strong>in</strong>spired <strong>by</strong> a simple question: are we only go<strong>in</strong>g to use <strong>the</strong><br />
Internet to teach culture <strong>in</strong> a <strong>traditional</strong> way or can we capitalise on its<br />
potential to give students access to new k<strong>in</strong>ds <strong>of</strong> culture(s)?<br />
Problematis<strong>in</strong>g Our Pr<strong>of</strong>ession<br />
Our pr<strong>of</strong>ession – langu<strong>age</strong> and literature teach<strong>in</strong>g – is <strong>in</strong> crisis, at least<br />
described from a <strong>traditional</strong> perspective or compared – as <strong>in</strong> back-to-basics –<br />
with an ideal and probably idealised past. We share <strong>the</strong>se troubled times<br />
with o<strong>the</strong>r discipl<strong>in</strong>es, because this crisis is embedded <strong>in</strong> a complex<br />
postmodern culture and is part <strong>of</strong> economical, social and political<br />
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developments. Very <strong>of</strong>ten, anxiety <strong>in</strong> a culture is caused <strong>by</strong> a fundamental<br />
technological change.<br />
In education, too, we are confronted with some major changes:<br />
democracy has changed education, even classrooms have become more<br />
democratic ow<strong>in</strong>g to a learner-centred perspective. Efforts to create national<br />
and <strong>in</strong>ternational standards have proved to be very complex and probably<br />
<strong>in</strong>effective.<br />
But why are langu<strong>age</strong> and literature <strong>in</strong> particular under such heavy<br />
pressure? Because <strong>the</strong> core <strong>of</strong> <strong>the</strong> discipl<strong>in</strong>e – books, literature, <strong>the</strong> literary<br />
canon, <strong>traditional</strong> writ<strong>in</strong>g and read<strong>in</strong>g – is under heavy attack: ‘Perhaps <strong>the</strong><br />
real question for literary study now is not whe<strong>the</strong>r our students will be<br />
read<strong>in</strong>g Great Traditional Books or Relevant Modern ones <strong>in</strong> <strong>the</strong> future, but<br />
whe<strong>the</strong>r <strong>the</strong>y will be read<strong>in</strong>g books at all’ (Lanham, 1993, p. 3). Indeed, it is<br />
not surpris<strong>in</strong>g that ‘we should demonstrate more than <strong>the</strong> usual anxiety at<br />
<strong>the</strong> advent <strong>of</strong> emerg<strong>in</strong>g technologies. In our weakened state, what will <strong>the</strong>se<br />
technologies do <strong>in</strong> English? To text? To books? To research? To teach<strong>in</strong>g?’<br />
(Moran, 1998, p. 203).<br />
Pil<strong>in</strong>g up <strong>in</strong>formation is not <strong>the</strong> ideal easy solution for <strong>the</strong> complex<br />
<strong>problems</strong> <strong>in</strong> cultural <strong>literacy</strong>, ra<strong>the</strong>r it is part <strong>of</strong> <strong>the</strong> problem. Hirsch’s list<br />
consists <strong>of</strong> <strong>the</strong> core knowledge possessed <strong>by</strong> <strong>the</strong> common reader. We would<br />
like to add that Hirsch assumes <strong>the</strong> select ‘common reader’ <strong>of</strong> elitist<br />
knowledge. But how will we decide what exactly will be <strong>in</strong>cluded and<br />
excluded from <strong>the</strong> list? Whose list are we defend<strong>in</strong>g? What exactly do we<br />
mean <strong>by</strong> <strong>the</strong> common reader? What exactly do we mean when we say<br />
‘cultural <strong>literacy</strong>’? Is <strong>the</strong>re a list that is not cultural at all?<br />
Hirsch’s list is a myth from <strong>the</strong> past (<strong>in</strong> which <strong>the</strong> ‘list’ and <strong>the</strong><br />
‘common reader’ are presented as natural phenomena, not as cultural<br />
constructions). Learn<strong>in</strong>g <strong>the</strong> appropriate cultural <strong>literacy</strong> was an opportunity<br />
for people belong<strong>in</strong>g to a certa<strong>in</strong> class, or people want<strong>in</strong>g to become a<br />
member <strong>of</strong> that particular class. A past <strong>in</strong> which <strong>the</strong> literary canon was <strong>the</strong><br />
k<strong>in</strong>g’s road to all teach<strong>in</strong>g – langu<strong>age</strong> teach<strong>in</strong>g <strong>in</strong> particular.<br />
In back-to-basics <strong>the</strong>re is a deep nostalgia for <strong>the</strong> return <strong>of</strong> ‘<strong>the</strong><br />
Arbiter’: ‘he who knows what’s good and why, and can place every form <strong>of</strong><br />
cultural expression <strong>in</strong> its natural order’ (Bérubé, 1998, p. 93 cit<strong>in</strong>g Bloom,<br />
1994). Elitist discourse may reduce all popular or alternative culture<br />
because <strong>the</strong> arbiters <strong>of</strong> this elitist discourse do not participate <strong>in</strong> <strong>the</strong><br />
discourse <strong>of</strong> those communities. But <strong>the</strong> new networks and communities<br />
also create a productive discourse: a space for creat<strong>in</strong>g a new culture and a<br />
new elite or probably new elites.<br />
Problematis<strong>in</strong>g Art/Technology<br />
The critical reception <strong>of</strong> art very <strong>of</strong>ten creates a dualistic art/artefact<br />
dist<strong>in</strong>ction between high and low. When we focus on ‘taste’, we realise that<br />
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<strong>the</strong> boundaries between ‘good’ and ‘bad’ are historically constructed <strong>by</strong> an<br />
<strong>in</strong>stitutional cultural network.<br />
Today we are witness<strong>in</strong>g a deconstruction <strong>of</strong> <strong>the</strong> conventional<br />
classification <strong>of</strong> art <strong>in</strong>to high and low, f<strong>in</strong>e and applied. The concept <strong>of</strong> ‘true’<br />
art was <strong>of</strong>ten used as a k<strong>in</strong>d <strong>of</strong> ‘litmus test <strong>of</strong> <strong>the</strong> level <strong>of</strong> civilisation a group<br />
<strong>of</strong> people had supposedly achieved’ (Philips & Ste<strong>in</strong>er, 1999, p. 7). We<br />
realise that perceptions <strong>of</strong> objects <strong>of</strong> art change over time and today we<br />
problematise ‘<strong>the</strong> slippery l<strong>in</strong>e that divides art from artefact from<br />
commodity’ (Philips & Ste<strong>in</strong>er, 1999, p. 15). Media play an important role <strong>in</strong><br />
this transformation <strong>of</strong> art, <strong>in</strong> this blurr<strong>in</strong>g <strong>of</strong> <strong>traditional</strong> borders.<br />
Problematis<strong>in</strong>g Langu<strong>age</strong> Teach<strong>in</strong>g<br />
Technological changes have been <strong>in</strong> <strong>the</strong> air for many years but <strong>the</strong>y rarely<br />
impress langu<strong>age</strong> and literature teachers, who – <strong>in</strong> general – have been<br />
boast<strong>in</strong>g about <strong>the</strong>ir <strong>in</strong>difference to technology. But today technology is<br />
push<strong>in</strong>g us. Society expects us to prepare our students for <strong>the</strong> job market.<br />
Langu<strong>age</strong> teachers are expected to tra<strong>in</strong> students and are obliged to<br />
reflect upon ‘what <strong>the</strong>y need to know and what <strong>the</strong>y need to be able to do,<br />
with respect to th<strong>in</strong>gs that are <strong>in</strong> our doma<strong>in</strong> – and our doma<strong>in</strong> is <strong>the</strong><br />
doma<strong>in</strong> <strong>of</strong> textuality’ (Scholes, 1998, p. 65). They need to be literate <strong>in</strong> a<br />
<strong>traditional</strong> sense (read<strong>in</strong>g, writ<strong>in</strong>g, listen<strong>in</strong>g, speak<strong>in</strong>g) but also ‘across a<br />
various and complex network <strong>of</strong> different k<strong>in</strong>ds <strong>of</strong> writ<strong>in</strong>g and various media<br />
<strong>of</strong> communication’ (Scholes, 1998, p. 130). Society is look<strong>in</strong>g for productive<br />
fields <strong>of</strong> knowledge and study, for skills that matter <strong>in</strong> <strong>the</strong> new economy<br />
(post-<strong>in</strong>dustrial). Langu<strong>age</strong> teach<strong>in</strong>g is obliged to ‘<strong>in</strong>strumentalise’, to<br />
present justification for what is be<strong>in</strong>g taught.<br />
So, langu<strong>age</strong> teachers have to rega<strong>in</strong> <strong>the</strong>ir prestige not only <strong>by</strong><br />
referr<strong>in</strong>g to <strong>the</strong> past but <strong>by</strong> suggest<strong>in</strong>g an <strong>age</strong>nda for <strong>the</strong> future. Today,<br />
teachers are obliged to pay attention to ‘rhetorical techniques <strong>of</strong><br />
<strong>in</strong>terpretation that can be applied to a variety <strong>of</strong> cultural texts’ (Bérubé,<br />
1998, p. 25). We must learn ‘to build departments whose <strong>in</strong>terests and<br />
objectives are less at odds with <strong>the</strong>ir immediate public responsibilities’<br />
(Bérubé, 1998, p. 111). Very <strong>of</strong>ten langu<strong>age</strong> departments at universities tell<br />
<strong>the</strong>ir students <strong>the</strong>y will learn to become ‘<strong>in</strong>dependent th<strong>in</strong>kers who will<br />
fearlessly question <strong>the</strong> established beliefs and <strong>in</strong>stitutions <strong>of</strong> <strong>the</strong>ir society –<br />
but that, additionally, <strong>the</strong>y will acquire <strong>the</strong> skills that will qualify <strong>the</strong>m for<br />
<strong>the</strong> pr<strong>of</strong>ession. If you study English, you will learn how to see through<br />
corporate capitalism while qualify<strong>in</strong>g for a job at IBM!’ (Graff, cited <strong>in</strong><br />
Bérubé, 1998, pp. 144–145). The l<strong>in</strong>k between <strong>the</strong>se two ‘promises’ should<br />
be less mysterious. The miss<strong>in</strong>g l<strong>in</strong>k can be found <strong>by</strong> tak<strong>in</strong>g <strong>the</strong> <strong>digital</strong><br />
revolution as seriously as a cultural revolution.<br />
We suggest that new discipl<strong>in</strong>es such as cultural studies and discourse<br />
analysis can help us <strong>in</strong> reconstruct<strong>in</strong>g our pr<strong>of</strong>ession (Soetaert & Van<br />
Kranenburg, 1998). In this search for a new prestige, it is necessary to come<br />
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up with conv<strong>in</strong>c<strong>in</strong>g rationales, rationales that also can conv<strong>in</strong>ce <strong>the</strong> general<br />
public. We would like to stress <strong>the</strong> fact that <strong>the</strong> study <strong>of</strong> langu<strong>age</strong>s and<br />
culture <strong>in</strong> particular can teach us a k<strong>in</strong>d <strong>of</strong> critical <strong>literacy</strong> towards new<br />
media.<br />
Apart from <strong>the</strong> fact that <strong>the</strong> new media will have deep implications for<br />
artistic expression, we can also experience how <strong>in</strong> art and langu<strong>age</strong> <strong>the</strong><br />
expressions <strong>of</strong> <strong>the</strong> future are explored and constructed. The cultural<br />
herit<strong>age</strong> will be <strong>in</strong>fluenced <strong>by</strong> <strong>the</strong>se new <strong>in</strong>terfaces: ‘Hypertext is <strong>in</strong>vad<strong>in</strong>g<br />
<strong>the</strong> <strong>traditional</strong> realms <strong>of</strong> content provision <strong>in</strong> data, text, sound, and video. It<br />
is chang<strong>in</strong>g <strong>the</strong> rules <strong>of</strong> space-based stor<strong>age</strong>, distribution, and delivery <strong>of</strong><br />
books, records, tapes, video and film’ (De Kerckhove, 1997, p. xxviii).<br />
Digitalisation has dematerialised <strong>traditional</strong> memory-support devices such as<br />
books, tapes and records … Indeed, we are witness<strong>in</strong>g a major shift <strong>in</strong><br />
culture, from memory-based to <strong>in</strong>telligence-based production: ‘We are<br />
mov<strong>in</strong>g from <strong>the</strong> era <strong>of</strong> ‘replay’ to that <strong>of</strong> ‘remake’. We are develop<strong>in</strong>g<br />
computer-assisted cognitive habits and computer-assisted forms <strong>of</strong><br />
collaboration – new forms, <strong>in</strong> fact, <strong>of</strong> connectedness’ (De Kerckhove, 1997,<br />
p. xxix).<br />
How will technology transform content? Or enhance a transformation<br />
that has already started? As <strong>the</strong> new media are re<strong>in</strong>vent<strong>in</strong>g culture, <strong>the</strong>y also<br />
re<strong>in</strong>vent <strong>the</strong> ‘discipl<strong>in</strong>es’ we are teach<strong>in</strong>g, <strong>the</strong> <strong>in</strong>stitutions <strong>in</strong> which we are<br />
teach<strong>in</strong>g, <strong>the</strong> way <strong>in</strong> which we are learn<strong>in</strong>g. Indeed, new media are more<br />
about access and connectedness; new media are also content-driven.<br />
In produc<strong>in</strong>g <strong>in</strong>formation, we all share <strong>the</strong> <strong>digital</strong> code (1s and 0s).<br />
Because all <strong>the</strong>se 1s and 0s can be changed, fixed ‘truth’ has been<br />
problematised. The results are cont<strong>in</strong>gent, transformable and situated truths.<br />
So, <strong>the</strong> arts and humanities become a prov<strong>in</strong>ce <strong>of</strong> rhetoric: ‘Rhetoric<br />
becomes … a general <strong>the</strong>ory for all <strong>the</strong> arts, and, as well, <strong>the</strong> structure for a<br />
central curriculum <strong>in</strong> <strong>the</strong> arts and letters’ (Lanham, 1993, p. 16). For<br />
Lanham, langu<strong>age</strong>s are lead<strong>in</strong>g <strong>the</strong> dance; that ‘<strong>the</strong> arts, and <strong>the</strong> <strong>the</strong>oretical<br />
debate that tags along after <strong>the</strong>m, have done <strong>the</strong> lead<strong>in</strong>g, and digitisation<br />
has emerged as <strong>the</strong>ir condign embodiment’ (Lanham, 1993, p. 51). ‘Lead<strong>in</strong>g<br />
<strong>the</strong> dance’ is a nice compliment for langu<strong>age</strong> teachers, but leadership asks<br />
for a vision.<br />
Teach<strong>in</strong>g Langu<strong>age</strong>s and Literature <strong>in</strong> a Digital Age<br />
Book and Screen<br />
It is difficult to make prophecies but we cannot deny or escape <strong>the</strong> fact that<br />
new technologies affect <strong>the</strong> way we use langu<strong>age</strong>, and how new genres and<br />
discourses are emerg<strong>in</strong>g. From this perspective, it is tempt<strong>in</strong>g to start<br />
th<strong>in</strong>k<strong>in</strong>g about what is happen<strong>in</strong>g with read<strong>in</strong>g and writ<strong>in</strong>g because<br />
computers have a major impact on <strong>the</strong>se skills.<br />
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What have we learned so far? Before address<strong>in</strong>g this question for<br />
future scenarios, we would like to l<strong>in</strong>k some recent ideas with ideas from <strong>the</strong><br />
past.<br />
If we are <strong>in</strong>deed witness<strong>in</strong>g a revolution comparable to <strong>the</strong> Gutenberg<br />
revolution, we should also be able to learn someth<strong>in</strong>g from <strong>the</strong> past. We<br />
f<strong>in</strong>d, for example, that transformations <strong>in</strong> th<strong>in</strong>k<strong>in</strong>g, read<strong>in</strong>g and writ<strong>in</strong>g do<br />
not occur overnight. We are talk<strong>in</strong>g about hundreds <strong>of</strong> years <strong>of</strong> evolution,<br />
<strong>the</strong> results <strong>of</strong> which we consider today as ‘natural’. When pr<strong>in</strong>t<strong>in</strong>g had been<br />
<strong>in</strong>vented <strong>by</strong> <strong>the</strong> end <strong>of</strong> <strong>the</strong> fifteenth century, people at first were hardly<br />
aware <strong>of</strong> what k<strong>in</strong>d <strong>of</strong> cultural breach this was about to entail. It took a<br />
while before people realised what shifts <strong>the</strong> art <strong>of</strong> pr<strong>in</strong>t<strong>in</strong>g was caus<strong>in</strong>g.<br />
As we know, <strong>in</strong> <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g was <strong>the</strong> Word. And <strong>the</strong>n writ<strong>in</strong>g came,<br />
<strong>the</strong>n pr<strong>in</strong>t<strong>in</strong>g, and <strong>the</strong>n <strong>the</strong> computer. All <strong>the</strong>se media changed our <strong>view</strong>s <strong>of</strong><br />
culture and <strong>of</strong> <strong>literacy</strong>. By means <strong>of</strong> writ<strong>in</strong>g and later pr<strong>in</strong>t<strong>in</strong>g, memory was<br />
externalised: writ<strong>in</strong>g and books were mnemonic devices outside <strong>the</strong> bra<strong>in</strong>.<br />
And writ<strong>in</strong>g and pr<strong>in</strong>t – words <strong>in</strong> im<strong>age</strong>s – allow manipulation. With <strong>the</strong><br />
arrival <strong>of</strong> <strong>the</strong> computer, all this escalates; it can all be done faster, and it<br />
becomes different.<br />
The effect <strong>of</strong> our new revolution – similar to Gutenberg – is only<br />
slowly com<strong>in</strong>g on. But one th<strong>in</strong>g is already pla<strong>in</strong> for everyone to see: <strong>the</strong><br />
screen, and not <strong>the</strong> book, is <strong>the</strong> medium. If McLuhan (1964) was right <strong>in</strong><br />
stat<strong>in</strong>g that <strong>the</strong> medium is <strong>the</strong> mess<strong>age</strong>, <strong>the</strong>n we can wonder how new media<br />
are chang<strong>in</strong>g our mess<strong>age</strong>s.<br />
Writ<strong>in</strong>g and Read<strong>in</strong>g on <strong>the</strong> Screen<br />
Let’s start our story <strong>of</strong> computers from <strong>the</strong> moment screens were be<strong>in</strong>g used<br />
as word processors. Writ<strong>in</strong>g on a screen allows us to quickly shape and<br />
record our thoughts; <strong>the</strong> electronic text is immediately available, and <strong>of</strong>fers a<br />
handy tool for manipulation and <strong>in</strong>teraction. In addition, jo<strong>in</strong>t writ<strong>in</strong>g and<br />
communicat<strong>in</strong>g about texts becomes easier. And o<strong>the</strong>r texts – entire libraries<br />
– are available on-l<strong>in</strong>e today. Intertextuality was re<strong>in</strong>vented on <strong>the</strong> screen.<br />
Today, pr<strong>in</strong>ted and electronic texts are confronted with each o<strong>the</strong>r, as two<br />
ways <strong>of</strong> deal<strong>in</strong>g with <strong>in</strong>formation. But what exactly happens when a text<br />
comes on screen, and is revised and saved? Our dearly beloved <strong>literacy</strong><br />
w<strong>in</strong>ds up <strong>in</strong> a mach<strong>in</strong>e that transforms text <strong>in</strong>to hypertext. How did<br />
hypertext come about?<br />
Hypertext<br />
The possibilities <strong>of</strong> <strong>the</strong> computer were <strong>the</strong> stuff <strong>of</strong> dreams for Ted Nelson.<br />
Nelson (1987, 1990a, 1990b) was one <strong>of</strong> <strong>the</strong> first to be fasc<strong>in</strong>ated <strong>by</strong> <strong>the</strong><br />
<strong>in</strong>vention <strong>of</strong> an all-encompass<strong>in</strong>g system <strong>of</strong> writ<strong>in</strong>g, read<strong>in</strong>g and <strong>in</strong>formation,<br />
a mach<strong>in</strong>e <strong>of</strong> <strong>literacy</strong>. In 1960, Nelson wrote an essay and built up a<br />
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<strong>traditional</strong> card system which, however, failed to satisfy him <strong>in</strong> several<br />
respects. He decided to take a course <strong>in</strong> programm<strong>in</strong>g to develop a system<br />
that not only brought order to <strong>in</strong>formation but was also able to l<strong>in</strong>k that<br />
<strong>in</strong>formation – and texts – on various levels and <strong>in</strong> various ways. In fact, <strong>the</strong><br />
World Wide Web has gone on fulfill<strong>in</strong>g this hypertextual dream Ted Nelson<br />
<strong>in</strong>troduced so long ago. To be sure, <strong>the</strong> new genre has been criticised <strong>by</strong><br />
adherents <strong>of</strong> a more <strong>traditional</strong> <strong>literacy</strong> and is characterised as ‘ano<strong>the</strong>r<br />
doma<strong>in</strong> <strong>of</strong> <strong>the</strong> postmodern <strong>the</strong>me park. Gentle readers, welcome to<br />
Literacyland!’ (Moulthrop, 1991). Yet, it is <strong>in</strong>terest<strong>in</strong>g to stress <strong>the</strong> fact that<br />
Ted Nelson sees <strong>the</strong> history <strong>of</strong> writ<strong>in</strong>g as an epic <strong>of</strong> recovery. His grand hope<br />
was ‘a return to <strong>literacy</strong>, a cure for television stupor, a new Renaissance <strong>of</strong><br />
ideas and generalist understand<strong>in</strong>g, a grand posterity that does not lose <strong>the</strong><br />
details which are <strong>the</strong> f<strong>in</strong>al substance <strong>of</strong> everyth<strong>in</strong>g’ (Nelson, 1990b, p. 4).<br />
But from <strong>the</strong> very beg<strong>in</strong>n<strong>in</strong>g, hypertext also promised to be a different<br />
genre for writ<strong>in</strong>g and read<strong>in</strong>g. What did <strong>the</strong> genre promise?<br />
Read<strong>in</strong>g Pr<strong>in</strong>t and Hypertext<br />
Pr<strong>in</strong>t culture constructed a k<strong>in</strong>d <strong>of</strong> passive read<strong>in</strong>g; it created ‘closed’ and<br />
‘completed’ texts and <strong>in</strong>troduced <strong>the</strong> idea <strong>of</strong> ‘proper read<strong>in</strong>g’. These ideas<br />
were taken up <strong>by</strong> <strong>the</strong> New Critics – from <strong>the</strong> structuralist movement – who<br />
deconstruct <strong>the</strong> mean<strong>in</strong>g <strong>of</strong> a text <strong>by</strong> ‘close read<strong>in</strong>g’: a careful analysis <strong>of</strong> <strong>the</strong><br />
words, which is isolated from <strong>the</strong> actual world. In such a closed system,<br />
mean<strong>in</strong>g could <strong>in</strong>deed be <strong>in</strong>terpreted <strong>by</strong> analys<strong>in</strong>g <strong>the</strong> parts <strong>of</strong> <strong>the</strong> structure.<br />
For a long time, this perspective deeply <strong>in</strong>fluenced how read<strong>in</strong>g (and<br />
literature) was taught, how ideal read<strong>in</strong>g was described.<br />
In more modern read<strong>in</strong>g <strong>the</strong>ories, texts are no longer seen as closed<br />
systems because <strong>the</strong>y <strong>of</strong>fer readers open end<strong>in</strong>gs and <strong>in</strong>secure l<strong>in</strong>ks. Apart<br />
from <strong>the</strong>se textual characteristics, mean<strong>in</strong>g also <strong>in</strong>tersects with <strong>in</strong>dividual<br />
readers’ experiences. This is stressed <strong>in</strong> reader response <strong>the</strong>ory and<br />
reception <strong>the</strong>ory. By stress<strong>in</strong>g a more active and open way <strong>of</strong> read<strong>in</strong>g, <strong>the</strong>se<br />
read<strong>in</strong>g <strong>the</strong>ories were prepar<strong>in</strong>g us for <strong>the</strong> emergence <strong>of</strong> hypertext read<strong>in</strong>g.<br />
Indeed, hypertext creates a different k<strong>in</strong>d <strong>of</strong> read<strong>in</strong>g that is less<br />
submissive and passive, and also less ‘complete’ and less ‘closed’.<br />
In such an open system, mean<strong>in</strong>g becomes a perspective <strong>in</strong> a dynamic<br />
structure. In hypertexts we are confronted with lots <strong>of</strong> l<strong>in</strong>ks; a total and<br />
absolute experience is not possible.<br />
Of course, what is said about read<strong>in</strong>g is true for writ<strong>in</strong>g as well. In<br />
<strong>traditional</strong> teach<strong>in</strong>g <strong>the</strong> essay was considered a major genre <strong>in</strong> <strong>the</strong> writ<strong>in</strong>g<br />
curriculum, certa<strong>in</strong>ly <strong>in</strong> academia. From a communicative approach,<br />
criticism aga<strong>in</strong>st <strong>the</strong> essay was based on <strong>the</strong> fact that such writ<strong>in</strong>g had<br />
noth<strong>in</strong>g to do with <strong>the</strong> real world. The communicative approach was<br />
obsessed <strong>by</strong> creat<strong>in</strong>g ‘real communicative sett<strong>in</strong>gs’ which would stimulate<br />
real writ<strong>in</strong>g. The problem was that writ<strong>in</strong>g was not popular at all outside<br />
academia, art and o<strong>the</strong>r pr<strong>of</strong>essional environments. Today we can welcome<br />
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cyberspace as such a communicative sett<strong>in</strong>g. Indeed, new genres are<br />
emerg<strong>in</strong>g <strong>in</strong> a <strong>digital</strong> environment. In <strong>the</strong>se environments writ<strong>in</strong>g has<br />
become functional and popular aga<strong>in</strong>. But writ<strong>in</strong>g <strong>in</strong> cyberspace is different<br />
and lots <strong>of</strong> new genres are emerg<strong>in</strong>g (emails, email lists, web p<strong>age</strong>s, real-time<br />
writ<strong>in</strong>g <strong>in</strong> multiple user doma<strong>in</strong>s, etc.). In <strong>the</strong> near future, it seems most <strong>of</strong><br />
our writ<strong>in</strong>g will be done <strong>in</strong> networked environments. Inevitably, new genres<br />
and new k<strong>in</strong>ds <strong>of</strong> discourses will be developed.<br />
Writers <strong>of</strong> hypertexts are confronted with new complexities. How do<br />
<strong>the</strong>y l<strong>in</strong>k <strong>the</strong>ir ideas and thoughts? When nodes are l<strong>in</strong>ked, we should be<br />
aware that different l<strong>in</strong>ks could be suggested. How do we entice our readers<br />
to follow <strong>the</strong>m? And if you let <strong>the</strong>m wander freely, how do you know what<br />
<strong>the</strong>y are read<strong>in</strong>g? We are confronted with a writ<strong>in</strong>g without a beg<strong>in</strong>n<strong>in</strong>g or<br />
an end – at least, such boundaries are not def<strong>in</strong>ed <strong>by</strong> a writer. The reader<br />
decides when and where to beg<strong>in</strong>. We need a new rhetoric and a new<br />
def<strong>in</strong>ition <strong>of</strong> read<strong>in</strong>g and writ<strong>in</strong>g. Very <strong>of</strong>ten, we transfer a text from one<br />
medium (pr<strong>in</strong>t) to ano<strong>the</strong>r (computer screen), violat<strong>in</strong>g <strong>the</strong> rhetoric and <strong>the</strong><br />
genre. So <strong>the</strong> l<strong>in</strong>ear structure <strong>of</strong> <strong>the</strong> pr<strong>in</strong>ted text gets transformed <strong>in</strong>to<br />
someth<strong>in</strong>g different on <strong>the</strong> screen.<br />
If we analyse <strong>the</strong> rhetoric describ<strong>in</strong>g hypertext, we are confronted with<br />
a real revolution: hypertext as a new genre to free <strong>the</strong> writer and <strong>the</strong> reader<br />
from <strong>the</strong> l<strong>in</strong>ear constra<strong>in</strong>ts <strong>of</strong> <strong>the</strong> pr<strong>in</strong>ted p<strong>age</strong> and <strong>the</strong> book, free<strong>in</strong>g readers<br />
to become writers too … Hypertext also blurs <strong>the</strong> division between speak<strong>in</strong>g<br />
and writ<strong>in</strong>g or at least problematises <strong>the</strong> differences between genres.<br />
Hypermedia fur<strong>the</strong>r problematises <strong>the</strong> difference between word and sound<br />
and im<strong>age</strong> … Indeed, <strong>the</strong> <strong>in</strong>creas<strong>in</strong>g user-friendl<strong>in</strong>ess found <strong>in</strong> programs that<br />
can manipulate audio-visual content and <strong>the</strong> grow<strong>in</strong>g preference for screens<br />
over pr<strong>in</strong>t will make hypermedia <strong>the</strong> dom<strong>in</strong>ant cultural genre. On a more<br />
philosophical level, hypertext frees pr<strong>in</strong>t from <strong>traditional</strong> l<strong>in</strong>earity, it frees us<br />
from ‘ei<strong>the</strong>r/or’ positions and <strong>in</strong>vites us to consider new ways <strong>of</strong> th<strong>in</strong>k<strong>in</strong>g,<br />
argu<strong>in</strong>g, writ<strong>in</strong>g … So, some argue, it comes closer to how <strong>the</strong> m<strong>in</strong>d works –<br />
closer to how we really th<strong>in</strong>k, with associations, jump<strong>in</strong>g to conclusions and<br />
across boundaries. Hypertext is said to foster ‘a <strong>literacy</strong> that is prompted <strong>by</strong><br />
jumps <strong>of</strong> <strong>in</strong>tuition and association’ (Heim, 1987, p. 30).<br />
L<strong>in</strong>k with <strong>the</strong> Past<br />
Although hypertext is <strong>in</strong>troduced as a revolutionary genre, it is also possible<br />
to l<strong>in</strong>k some <strong>of</strong> <strong>the</strong> central concepts with older ideas, where ‘old’ implies BH:<br />
Before Hypertext. The hypertext philosophy can be l<strong>in</strong>ked with recent<br />
constructivist ideas about education <strong>in</strong> which knowledge is described as a<br />
construct that comes about as someth<strong>in</strong>g grow<strong>in</strong>g with<strong>in</strong> a community, <strong>by</strong><br />
means <strong>of</strong> dialogue, as <strong>the</strong> result <strong>of</strong> negotiations. When we are talk<strong>in</strong>g about<br />
texts, this implies that a text acquires its mean<strong>in</strong>g as part <strong>of</strong> a tradition. The<br />
text starts function<strong>in</strong>g with<strong>in</strong> a network <strong>of</strong> o<strong>the</strong>r texts. Indeed, <strong>the</strong> new<br />
media stimulate an active approach to knowledge. In do<strong>in</strong>g so, <strong>the</strong><br />
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developers <strong>of</strong> hypermedia – consciously or unconsciously – jo<strong>in</strong> modern<br />
educational <strong>in</strong>sights that seek to draw attention to <strong>the</strong> process <strong>of</strong> learn<strong>in</strong>g<br />
ra<strong>the</strong>r than <strong>the</strong> mere transfer <strong>of</strong> products. Technological <strong>in</strong>novation<br />
<strong>in</strong>troduces <strong>the</strong> computer as a support<strong>in</strong>g processor.<br />
For quite a while, literary <strong>the</strong>ory and philosophy seem to have been<br />
mentally pav<strong>in</strong>g <strong>the</strong> way for technology. Hypermedia can be read as a literal<br />
application <strong>of</strong> recent postmodern philosophical ideas (Delany & Landow,<br />
1991; Landow, 1992; Lanham, 1993).<br />
With<strong>in</strong> literature itself, <strong>the</strong>re are several texts that, <strong>by</strong> paradoxical<br />
experimentation, try to step outside <strong>the</strong> book. Inevitably, one th<strong>in</strong>ks <strong>of</strong><br />
Sterne’s Tristram Shandy and Joyce’s Ulysses and F<strong>in</strong>negan’s Wake. But<br />
(post)modern literary history is full <strong>of</strong> examples: Cortázar (who <strong>in</strong>vites<br />
readers to start anywhere <strong>in</strong> his novel), Queneau (who wrote a sort <strong>of</strong> sonnet<br />
mach<strong>in</strong>e), Burroughs (with his ‘cut up’ technique), Borges (<strong>the</strong> story as ‘a<br />
network <strong>of</strong> possibilities’), Calv<strong>in</strong>o (his ambition for writ<strong>in</strong>g a ‘hypernovel’ or<br />
his description <strong>of</strong> <strong>the</strong> modern novel as ‘a big network’). Today, a lot <strong>of</strong><br />
literature is be<strong>in</strong>g described as hypertexts avant la lettre and postmodern<br />
literature has been characterised as a node <strong>in</strong> a multidimensional network.<br />
Anthologies<br />
One <strong>of</strong> <strong>the</strong> most important <strong>problems</strong> <strong>in</strong> <strong>the</strong> teach<strong>in</strong>g <strong>of</strong> literature today can<br />
be brought <strong>in</strong>to focus <strong>by</strong> po<strong>in</strong>t<strong>in</strong>g to <strong>the</strong> fact that teachers and pupils sitt<strong>in</strong>g<br />
toge<strong>the</strong>r <strong>in</strong> <strong>the</strong> same classroom participate <strong>in</strong> separate cultural and social<br />
networks. Each k<strong>in</strong>d <strong>of</strong> <strong>literacy</strong> tends to be locked up <strong>in</strong> such a web. The<br />
question for modern teach<strong>in</strong>g is: how can we l<strong>in</strong>k <strong>the</strong>se networks? And<br />
which l<strong>in</strong>ks count as ‘<strong>literacy</strong>’?<br />
In an educational research project conducted from 1993 to 1996 at <strong>the</strong><br />
University <strong>of</strong> Ghent, we approached this problem start<strong>in</strong>g with canonical<br />
European texts like Defoe’s Rob<strong>in</strong>son Crusoe and Cervantes’s Don Quixote.<br />
Many readers were <strong>in</strong>itiated <strong>in</strong>to literary culture <strong>by</strong> <strong>the</strong>se classical stories<br />
(<strong>of</strong>ten <strong>in</strong> adapted forms: children’s versions, film versions or cartoons). They<br />
are stories that, <strong>in</strong> addition, stand at <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g <strong>of</strong> our novelistic<br />
tradition, and that are used with<strong>in</strong> Western culture to communicate<br />
someth<strong>in</strong>g about that culture (Cervantes, Defoe, Shakespeare, and <strong>the</strong> Bible<br />
are likely to be <strong>the</strong> four most <strong>of</strong>ten quoted names). Hypertext and<br />
hypermedia allowed us to create networks <strong>in</strong> which users can browse and <strong>in</strong><br />
do<strong>in</strong>g so, <strong>the</strong>y learn to deal with <strong>in</strong>formation from various perspectives (an<br />
<strong>in</strong>terdiscipl<strong>in</strong>ary approach); <strong>the</strong>y learn to see <strong>the</strong> canon as a historical<br />
construction; and <strong>the</strong>y acquire an <strong>in</strong>sight <strong>in</strong>to <strong>the</strong> dynamic character <strong>of</strong><br />
literature <strong>by</strong> observ<strong>in</strong>g all <strong>the</strong> possible corrections and adaptations. The<br />
project web site is at: http://dewey.rug.ac.be/NewFriday/<br />
FridayNewHome.html<br />
Compos<strong>in</strong>g a similar collection <strong>of</strong> texts and im<strong>age</strong>s <strong>in</strong> <strong>the</strong> form <strong>of</strong> a<br />
pr<strong>in</strong>ted anthology would be an impossible venture, because <strong>of</strong> <strong>the</strong> bulk and<br />
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heterogeneity <strong>of</strong> materials. The computer comes to <strong>the</strong> teacher’s aid <strong>in</strong><br />
mak<strong>in</strong>g a lively and more or less liv<strong>in</strong>g anthology <strong>in</strong> which it is easier for<br />
him or her to call upon or add new materials that cater to questions from<br />
<strong>the</strong> students, that deal with new social <strong>the</strong>mes, or that l<strong>in</strong>k up with new<br />
genres.<br />
No wonder a rigid canon is <strong>the</strong> result <strong>of</strong> pr<strong>in</strong>t<strong>in</strong>g, where reactions to<br />
corrections can only be slow. A hypertext or hypermedia application,<br />
<strong>the</strong>refore, ties <strong>in</strong> more closely with recent visions on <strong>the</strong> construction <strong>of</strong><br />
canons as developed <strong>in</strong> literary <strong>the</strong>ory. And <strong>of</strong> course, artefacts are chang<strong>in</strong>g<br />
too.<br />
Technological, Artistic Leaps<br />
Walter Benjam<strong>in</strong> (1968) observed that <strong>in</strong> <strong>the</strong> history <strong>of</strong> every art form it is<br />
repeatedly possible to f<strong>in</strong>d periods when artists develop aspirations that <strong>in</strong><br />
pr<strong>in</strong>ciple can only be realised <strong>by</strong> a change <strong>in</strong> <strong>the</strong> medium itself. This implies<br />
an <strong>in</strong>novation <strong>in</strong> <strong>the</strong> form <strong>of</strong> a technical leap that eventually produces a new<br />
art form: photography, film or video, for <strong>in</strong>stance.<br />
Literature, too, will change as <strong>the</strong> written word mutates <strong>in</strong>to an<br />
electronic text. Electronic read<strong>in</strong>g and writ<strong>in</strong>g are direct answers to <strong>the</strong><br />
limits <strong>of</strong> <strong>the</strong> pr<strong>in</strong>ted book. Meanwhile, modern art forms have started<br />
<strong>in</strong>teract<strong>in</strong>g: literature with movies, photography, video, music, etc. That does<br />
not mean everyth<strong>in</strong>g will disappear, but <strong>the</strong>re is no doubt a lot will be<br />
changed. And we cannot but be curious about <strong>the</strong> excit<strong>in</strong>g attempts to<br />
create new genres with new media. With<strong>in</strong> <strong>the</strong>se new genres, too, limits will<br />
arise with which authors will have to struggle.<br />
What will such a new genre look like?<br />
Although it is impossible to predict, it seems likely that <strong>the</strong> new genres<br />
will be closer to a postmodern, post-pr<strong>in</strong>t society <strong>in</strong> which <strong>in</strong>formation comes<br />
at us simultaneously, discont<strong>in</strong>uously and dynamically.<br />
Word, Im<strong>age</strong>, Sound<br />
In fact we should also problematise what we have been do<strong>in</strong>g <strong>in</strong> this article:<br />
although <strong>the</strong>re are four skills, we have overstressed writ<strong>in</strong>g and read<strong>in</strong>g and<br />
neglected speak<strong>in</strong>g and listen<strong>in</strong>g. We have overstressed <strong>the</strong> changes <strong>in</strong><br />
written <strong>literacy</strong>, compared with oral, visual, tangible <strong>literacy</strong> …. Inevitably, we<br />
are children <strong>of</strong> an older <strong>literacy</strong> (ma<strong>in</strong>ly focused on written discourse), but<br />
hypertext is easily transformed <strong>in</strong>to multimedia <strong>by</strong> l<strong>in</strong>k<strong>in</strong>g word, im<strong>age</strong> and<br />
sound and <strong>by</strong> blurr<strong>in</strong>g <strong>the</strong> <strong>traditional</strong> boundaries between separate media<br />
cultures.<br />
The <strong>in</strong>troduction <strong>of</strong> new technologies and new media may force us to<br />
reconsider and problematise many long-stand<strong>in</strong>g, deeply entrenched <strong>the</strong>ories<br />
about <strong>the</strong> writ<strong>in</strong>g process. Also our ideas <strong>of</strong> ‘writ<strong>in</strong>g’ can change<br />
fundamentally because writ<strong>in</strong>g an essay, for example, can consist <strong>of</strong> more<br />
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than words; im<strong>age</strong>s, graphics and sounds can play an important role. New<br />
<strong>in</strong>terface design will change <strong>the</strong> writ<strong>in</strong>g space. Today, this <strong>in</strong>teraction is<br />
ma<strong>in</strong>ly text based.<br />
Indeed, historically, <strong>the</strong> <strong>in</strong>teractive role was fulfilled <strong>by</strong> spoken<br />
langu<strong>age</strong>, whereas written langu<strong>age</strong> was a better medium for reflection,<br />
ongo<strong>in</strong>g <strong>in</strong>terpretation and evaluation. Pr<strong>in</strong>ted texts could be read over and<br />
over aga<strong>in</strong>. The literary canon and <strong>the</strong> whole critical tradition built around it<br />
were a direct result <strong>of</strong> <strong>the</strong> <strong>in</strong>vention <strong>of</strong> book pr<strong>in</strong>t<strong>in</strong>g, which created a<br />
revolution <strong>in</strong> <strong>the</strong> production and reception <strong>of</strong> knowledge, <strong>in</strong> <strong>the</strong> way we<br />
organise society and <strong>the</strong> way we use our bra<strong>in</strong>s.<br />
It is possible that multimedia free us from a particular form <strong>of</strong> written<br />
<strong>literacy</strong>. So <strong>in</strong> fact hypermedia could br<strong>in</strong>g toge<strong>the</strong>r on <strong>the</strong> screen what <strong>the</strong><br />
pr<strong>in</strong>t<strong>in</strong>g press has separated. Jo<strong>in</strong><strong>in</strong>g an electronic community, <strong>in</strong> which<br />
audio and visual aspects become as important as written words and <strong>in</strong> which<br />
design plays a central role, confronts us with a fundamental question: What<br />
do we w<strong>in</strong>? Or what do we lose?<br />
In any case, we have a moral obligation to prepare children to critically<br />
<strong>in</strong>terpret and evaluate visual and audio <strong>in</strong>formation from our dom<strong>in</strong>ant<br />
culture, and to provide critical <strong>in</strong>terpretative models to deal with visual<br />
<strong>in</strong>formation. Indeed, very <strong>of</strong>ten <strong>in</strong> <strong>traditional</strong> education: ‘Our visual<br />
acculturation start<strong>in</strong>g with Sesame Street usually stops at <strong>the</strong> classroom<br />
door’ (LaSp<strong>in</strong>a, 1998, p. xiv). We can only hope to avoid <strong>the</strong> same<br />
happen<strong>in</strong>g with modern technology. It is a complex process because we are<br />
<strong>in</strong> <strong>the</strong> middle <strong>of</strong> a revolution, creat<strong>in</strong>g new genres and products; our whole<br />
work is ‘under development’ or ‘work <strong>in</strong> progress’.<br />
Methodology<br />
As far as <strong>the</strong> teach<strong>in</strong>g <strong>of</strong> langu<strong>age</strong>s is concerned, back-to-basics can be<br />
characterised <strong>by</strong> <strong>the</strong> fact that grammar and literature are at <strong>the</strong> core <strong>of</strong> our<br />
subject. In fact, <strong>in</strong> modern langu<strong>age</strong>s <strong>the</strong> curriculum and <strong>the</strong> methodology<br />
<strong>of</strong> Lat<strong>in</strong> and Greek were imitated: study<strong>in</strong>g grammar and vocabulary <strong>in</strong><br />
order to read/translate <strong>the</strong> classical texts. Such a classical education was<br />
essential to become a member <strong>of</strong> <strong>the</strong> cultural elite. Very <strong>of</strong>ten langu<strong>age</strong><br />
teach<strong>in</strong>g was part <strong>of</strong> <strong>the</strong> construction <strong>of</strong> a national identity. It focused on <strong>the</strong><br />
standard langu<strong>age</strong> and <strong>the</strong> literary canon.<br />
As part <strong>of</strong> a general progressive reform <strong>of</strong> education, <strong>the</strong><br />
communicative approach to langu<strong>age</strong> teach<strong>in</strong>g was <strong>in</strong>troduced. Content –<br />
and certa<strong>in</strong>ly literature – was considered less important. Skills were at <strong>the</strong><br />
core <strong>of</strong> <strong>the</strong> methodology; <strong>the</strong> aim was to use langu<strong>age</strong> <strong>in</strong> ‘real<br />
communicative sett<strong>in</strong>gs’. The approach stressed learner-centredness and<br />
motivation.<br />
As we have noted, back-to-basics criticism was based on <strong>the</strong> idea that<br />
our culture could be characterised <strong>by</strong> a general amnesia. The weak po<strong>in</strong>t <strong>in</strong><br />
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<strong>the</strong> communicative approach was considered to be <strong>the</strong> lack <strong>of</strong> content, <strong>the</strong><br />
lack <strong>of</strong> a shared cultural grammar.<br />
Today we are aware <strong>of</strong> <strong>the</strong> strengths and weaknesses <strong>of</strong> <strong>the</strong><br />
communicative approach, so <strong>the</strong> debate between <strong>traditional</strong> or<br />
communicative approach is no longer so engag<strong>in</strong>g. However, we are also<br />
confronted with lots <strong>of</strong> new ideas, concepts and approaches which cannot be<br />
described as a new unified paradigm.<br />
Possibly this trend can be described – for langu<strong>age</strong> teach<strong>in</strong>g – as a<br />
‘post-communicative’ approach. By add<strong>in</strong>g <strong>the</strong> prefix ‘post’ we stress <strong>the</strong> idea<br />
that older discussions between <strong>traditional</strong> and communicative <strong>the</strong>ories are<br />
outdated. But <strong>the</strong>re is one th<strong>in</strong>g we need to stress: that <strong>the</strong> discussion about<br />
content – cultural <strong>literacy</strong> – is still very high on <strong>the</strong> <strong>age</strong>nda. In back-tobasics,<br />
content was narrowed down to <strong>traditional</strong> cultural content. In <strong>the</strong><br />
communicative approach, content was neglected because communication<br />
was <strong>the</strong> buzz word. Today, <strong>in</strong>teraction is <strong>the</strong> new buzzword, and aga<strong>in</strong><br />
content is m<strong>in</strong>imised. The ma<strong>in</strong> challenge fac<strong>in</strong>g education today is that we<br />
need a radical way <strong>of</strong> conceiv<strong>in</strong>g text and <strong>of</strong> reconfigur<strong>in</strong>g discourse and<br />
content. Essentially, we need a new way <strong>of</strong> organis<strong>in</strong>g knowledge.<br />
One recent methodological trend, content-based langu<strong>age</strong> teach<strong>in</strong>g<br />
(CBLT), emphasises <strong>the</strong> fact that langu<strong>age</strong> does not consist <strong>of</strong> ‘empty skills’<br />
but is a medium for content, and content is a resource for learn<strong>in</strong>g<br />
langu<strong>age</strong>. But aga<strong>in</strong>, we have become aware that we live <strong>in</strong> ‘a doma<strong>in</strong> <strong>of</strong><br />
subject-dependent knowledge and subject-dependent reality …. We literally<br />
create <strong>the</strong> world <strong>in</strong> which we live <strong>by</strong> liv<strong>in</strong>g it’ (Maturana, 1978, pp. 60–61).<br />
CBLT will be <strong>in</strong>fluenced <strong>by</strong> <strong>the</strong> use <strong>of</strong> <strong>the</strong> computer. Teachers will be more<br />
or less obliged to use <strong>the</strong> Internet. And <strong>the</strong> Internet will transform our<br />
teach<strong>in</strong>g and movement towards a new educational paradigm.<br />
Some people are worried about this <strong>in</strong>evitable evolution. They are<br />
deeply concerned with a basic question: ‘How do I fit <strong>the</strong> Internet <strong>in</strong>to my<br />
pedagogical goals for my students?’ Probably we will be obliged to rephrase<br />
this question: how do I change my teach<strong>in</strong>g to fit <strong>the</strong> Internet?<br />
We may also be obliged to rephrase our def<strong>in</strong>ition <strong>of</strong> langu<strong>age</strong><br />
immersion, <strong>of</strong> CBLT. Aga<strong>in</strong>, <strong>the</strong> <strong>digital</strong> environment itself changes <strong>the</strong> space<br />
<strong>in</strong> which we teach; it creates a space <strong>in</strong> which we can learn a langu<strong>age</strong> <strong>in</strong><br />
real <strong>in</strong>teraction, us<strong>in</strong>g <strong>the</strong> real langu<strong>age</strong> <strong>in</strong> real communicative situations.<br />
CALL (computer-assisted langu<strong>age</strong> learn<strong>in</strong>g), TELL (technologyenhanced<br />
langu<strong>age</strong> learn<strong>in</strong>g) and TILL (technology-<strong>in</strong>tegrated langu<strong>age</strong><br />
learn<strong>in</strong>g) all refer <strong>the</strong> role <strong>of</strong> ICT <strong>in</strong> langu<strong>age</strong> learn<strong>in</strong>g and teach<strong>in</strong>g. They<br />
show that technology is more than an ‘add-on’ and probably TILL is <strong>the</strong> best<br />
acronym – imply<strong>in</strong>g that computers are <strong>in</strong>tegrated <strong>in</strong> our culture. So<br />
probably <strong>the</strong> C <strong>of</strong> computer and T <strong>of</strong> technology will disappear <strong>in</strong> all <strong>the</strong>se<br />
acronyms. After all, we do not talk about BALL, BELL and BILL, referr<strong>in</strong>g<br />
to books-assisted langu<strong>age</strong> learn<strong>in</strong>g, etc.<br />
We have tried to show that technology affects human communication<br />
and culture <strong>in</strong> a very fundamental way. The problem is: ‘What we’ve lacked<br />
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is an <strong>in</strong>tellectual culture able to transform its own premises as fast as our<br />
technologies are transform<strong>in</strong>g us’ (Brockman, 1995).<br />
More and more educators realise that <strong>the</strong>y have to face <strong>the</strong> challenge<br />
<strong>of</strong> <strong>in</strong>tegrat<strong>in</strong>g <strong>in</strong>formation technology tools <strong>in</strong> teach<strong>in</strong>g and learn<strong>in</strong>g, and <strong>in</strong><br />
manag<strong>in</strong>g educational <strong>in</strong>stitutions. Indeed, <strong>the</strong>se tools extend learn<strong>in</strong>g<br />
outside <strong>the</strong> <strong>in</strong>stitutions as schools and classrooms. Teachers realise <strong>the</strong>y<br />
have to change <strong>the</strong>ir roles. In <strong>the</strong> next part we will try to problematise <strong>the</strong>se<br />
new roles.<br />
New Roles for Teachers<br />
Technology to Prepare Teachers<br />
In addition to langu<strong>age</strong> and technology, our LTOL project also focused on<br />
teacher tra<strong>in</strong><strong>in</strong>g. From a technological perspective, <strong>the</strong>re is a grow<strong>in</strong>g<br />
consensus – based on research – that teacher tra<strong>in</strong><strong>in</strong>g is <strong>the</strong> key process <strong>in</strong><br />
<strong>the</strong> successful <strong>in</strong>corporation <strong>of</strong> technology <strong>in</strong>to <strong>the</strong> curriculum. Research<br />
also shows us that very <strong>of</strong>ten teachers teach <strong>the</strong> same way <strong>in</strong> which <strong>the</strong>y<br />
were taught <strong>the</strong>mselves. So, <strong>the</strong> best moment to <strong>in</strong>troduce (student) teachers<br />
to technology is <strong>the</strong> moment <strong>the</strong>y are be<strong>in</strong>g taught to become teachers, <strong>the</strong><br />
moment <strong>the</strong>y are socialised <strong>in</strong> <strong>the</strong>ir new pr<strong>of</strong>essional role. We also know<br />
that <strong>the</strong>re is a difference between prepar<strong>in</strong>g teachers to use technology and<br />
us<strong>in</strong>g technology to prepare teachers (Harr<strong>in</strong>gton, 1991).<br />
Role-chang<strong>in</strong>g<br />
Today, <strong>the</strong>re is a tendency towards self-directed, autonomous, lifelong<br />
learn<strong>in</strong>g, emphasis<strong>in</strong>g <strong>the</strong> fact that mean<strong>in</strong>g is constructed <strong>in</strong>dividually and<br />
socially. As <strong>the</strong> methodology, <strong>the</strong> curriculum, <strong>the</strong> students and <strong>the</strong> school<br />
are chang<strong>in</strong>g, so too is <strong>the</strong> role <strong>of</strong> <strong>the</strong> teacher.<br />
Teachers no longer control everyth<strong>in</strong>g that happens <strong>in</strong> <strong>the</strong> classroom;<br />
<strong>the</strong>ir ma<strong>in</strong> function is to help <strong>the</strong> learners develop <strong>the</strong>ir autonomy. This is<br />
best done <strong>by</strong> help<strong>in</strong>g <strong>the</strong>m to choose appropriate and adequate learn<strong>in</strong>g<br />
materials, and <strong>by</strong> expla<strong>in</strong><strong>in</strong>g learn<strong>in</strong>g strategies and techniques. This general<br />
constructive approach to teach<strong>in</strong>g is also deeply <strong>in</strong>fluenced <strong>by</strong> <strong>the</strong><br />
<strong>in</strong>troduction <strong>of</strong> new technology. Teachers will have to be more responsive to<br />
<strong>the</strong> new characteristics <strong>of</strong> an on-l<strong>in</strong>e computer environment. The new<br />
teach<strong>in</strong>g methods are complex and labour-<strong>in</strong>tensive. Indeed, <strong>the</strong> shift<strong>in</strong>g<br />
functions pose complex challenges to teachers. A new paradigm creates new<br />
roles for teachers. We selected four major roles (focus<strong>in</strong>g on <strong>the</strong> relation<br />
with new technology). These are now briefly described.<br />
Coach, Facilitator. The <strong>in</strong>troduction <strong>of</strong> a more constructive approach <strong>of</strong>ten<br />
precipitates a fundamental change <strong>in</strong> <strong>the</strong> forms <strong>of</strong> <strong>in</strong>teraction between<br />
teachers and students, and among students <strong>the</strong>mselves. There is also a<br />
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gradual shift <strong>in</strong> <strong>the</strong> teacher’s role: from a lecturer and purveyor <strong>of</strong><br />
<strong>in</strong>formation towards a coach/facilitator, provid<strong>in</strong>g structure and support<strong>in</strong>g<br />
students’ performances and reflection. Some <strong>of</strong> <strong>the</strong> <strong>the</strong>oretical concepts<br />
developed from a constructivist perspective appear to follow concepts<br />
developed <strong>in</strong> on-l<strong>in</strong>e educational practice and <strong>the</strong>ory (or vice versa). So <strong>the</strong><br />
role <strong>of</strong> coach or facilitator is also <strong>in</strong>spired <strong>by</strong> <strong>the</strong> new on-l<strong>in</strong>e learn<strong>in</strong>g<br />
spaces.<br />
Teamwork, Collaboration. Teamwork is one <strong>of</strong> <strong>the</strong> major buzzwords <strong>in</strong> <strong>the</strong><br />
discourse <strong>of</strong> employers today. Job advertisements are call<strong>in</strong>g for employees<br />
who can man<strong>age</strong> <strong>in</strong>formation, adapt flexibly and creatively to chang<strong>in</strong>g<br />
requirements, and work toge<strong>the</strong>r <strong>in</strong> a team.<br />
The <strong>in</strong>troduction <strong>of</strong> new technologies may render <strong>the</strong> standard course<br />
lecture obsolete, and force teachers to take up a new role that is less<br />
<strong>in</strong>dividualistic. Future courses may be designed <strong>by</strong> a team <strong>of</strong> educationalists,<br />
subject specialists and technology experts. So teamwork will also be<br />
essential for developments <strong>in</strong> ICT.<br />
But ICT will also <strong>in</strong>fluence <strong>the</strong> communication <strong>in</strong> a team. Through ICT,<br />
‘pr<strong>of</strong>essional networks’ can be created for diverse reasons: discuss<strong>in</strong>g shared<br />
<strong>problems</strong>, ask<strong>in</strong>g for advice, giv<strong>in</strong>g access to job opportunities and so on.<br />
ICT can be <strong>in</strong>troduced from two major perspectives: synchronous<br />
collaboration (e.g. meet<strong>in</strong>gs, phone calls, teleconferences, etc.) and<br />
asynchronous collaboration (e.g. email). In our project, we ma<strong>in</strong>ly focused<br />
on asynchronous collaboration (between <strong>the</strong> partners and <strong>in</strong> teacher tra<strong>in</strong><strong>in</strong>g<br />
with students). The advant<strong>age</strong>s <strong>of</strong> this k<strong>in</strong>d <strong>of</strong> communication are obvious:<br />
participants are able to jo<strong>in</strong> <strong>the</strong> team based on <strong>the</strong>ir own schedule,<br />
motivated <strong>by</strong> <strong>the</strong>ir own <strong>in</strong>terests; participants are able to reflect before<br />
communication and after receiv<strong>in</strong>g communications; and <strong>the</strong>re is a record <strong>of</strong><br />
<strong>the</strong> proceed<strong>in</strong>gs. In general, ICT has <strong>the</strong> potential to improve<br />
communication on certa<strong>in</strong> levels. But we should not deny <strong>the</strong> drawbacks:<br />
extra workloads and new power structures and communication rules<br />
emerge. Moderat<strong>in</strong>g a discussion group and coach<strong>in</strong>g a team <strong>in</strong> cyberspace<br />
are as difficult <strong>in</strong> cyberspace as <strong>in</strong> <strong>the</strong> real world. In a new communication<br />
space, new roles and skills emerge.<br />
Reflective Practitioner, Teacher-as-researcher. The concept <strong>of</strong> <strong>the</strong> ‘reflective<br />
practitioner’ was developed <strong>by</strong> Schön (1983) who <strong>in</strong>troduced a practice<br />
<strong>in</strong>spired <strong>by</strong> reflection as an ongo<strong>in</strong>g process <strong>of</strong> pr<strong>of</strong>essional development<br />
and as part <strong>of</strong> lifelong learn<strong>in</strong>g. O<strong>the</strong>r researchers have problematised <strong>the</strong><br />
dist<strong>in</strong>ction between ‘learn<strong>in</strong>g <strong>in</strong> practice’ and ‘learn<strong>in</strong>g <strong>in</strong> an <strong>in</strong>tellectual<br />
sense’ (see Lave & Wenger, 1991). Indeed, <strong>in</strong> applied fields <strong>the</strong>re can be no<br />
such th<strong>in</strong>g as neutral objectivity. The direct, culturally unmediated<br />
apprehension <strong>of</strong> reality is impossible. Researchers construct and so <strong>in</strong>terpret<br />
reality.<br />
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These constructions are very <strong>of</strong>ten co-constructed, <strong>the</strong>y arise as<br />
products <strong>of</strong> negotiation among participants. The dist<strong>in</strong>ctions between<br />
<strong>the</strong>oreticians and practitioners, and researchers and teachers thus become<br />
ra<strong>the</strong>r vague. Practitioners (teachers) also operate from <strong>the</strong>ories about<br />
education, society, and langu<strong>age</strong> teach<strong>in</strong>g, even if <strong>the</strong>y do not directly refer<br />
to those <strong>the</strong>ories. Although we could call <strong>the</strong>m implicit <strong>the</strong>ories with a small<br />
T (compared with explicit <strong>the</strong>ories with a capital T), <strong>the</strong>y are also deeply<br />
<strong>the</strong>oretical.<br />
In this sense, teachers can be compared with anthropologists:<br />
The educator as anthropologist must work to understand which cultural<br />
materials are relevant to <strong>in</strong>tellectual development. Then he or she needs<br />
to understand which trends are tak<strong>in</strong>g place <strong>in</strong> our culture. Mean<strong>in</strong>gful<br />
<strong>in</strong>tervention must take <strong>the</strong> form <strong>of</strong> work<strong>in</strong>g with <strong>the</strong>se trends. (Papert,<br />
1980, p. 32)<br />
More and more teachers, encour<strong>age</strong>d <strong>by</strong> teacher educators, are reflect<strong>in</strong>g on<br />
<strong>the</strong>ir practice <strong>in</strong> a more systematic way. They are <strong>in</strong>vited to become<br />
researchers or at least ‘readers’ <strong>of</strong> research. As Good (1989, p. 35) states:<br />
‘Pr<strong>of</strong>essionals or teachers who are too busy to read are not pr<strong>of</strong>essionals’.<br />
Very <strong>of</strong>ten <strong>the</strong> teacher feels he or she is just a mere object <strong>of</strong> research<br />
<strong>in</strong>stead <strong>of</strong> a subject, an <strong>age</strong>nt who takes part <strong>in</strong> <strong>the</strong> process <strong>of</strong> teach<strong>in</strong>g. By<br />
<strong>in</strong>troduc<strong>in</strong>g <strong>the</strong> pr<strong>in</strong>ciple <strong>of</strong> ‘teacher-as-researcher’ and apply<strong>in</strong>g more<br />
qualitative research methodologies, teachers can be <strong>in</strong>volved <strong>in</strong> <strong>the</strong> research<br />
process – ‘<strong>by</strong> conduct<strong>in</strong>g and report<strong>in</strong>g real educational <strong>in</strong>quiries <strong>in</strong> real<br />
<strong>in</strong>structional sett<strong>in</strong>gs’ (Harste, 1992, p. xii).<br />
By <strong>in</strong>troduc<strong>in</strong>g action research, teachers and teacher tra<strong>in</strong>ees become<br />
<strong>in</strong>volved <strong>in</strong> <strong>the</strong> process <strong>of</strong> data collect<strong>in</strong>g, <strong>in</strong>terpretation and evaluation <strong>of</strong><br />
<strong>the</strong>ir lessons (Somekh, 1999). Teachers will also be called upon to generate<br />
hypo<strong>the</strong>ses and test out suggested improvements: ‘It was no longer simply a<br />
matter <strong>of</strong> produc<strong>in</strong>g materials for teachers to test <strong>in</strong> classrooms. It was also<br />
a matter <strong>of</strong> foster<strong>in</strong>g <strong>the</strong> development <strong>of</strong> teachers’ capacities for selfreflection’<br />
(Elliott, 1991, p. 19).<br />
The concept <strong>of</strong> ‘self-reflection’ was problematised because ‘self’ sounds<br />
too <strong>in</strong>dividualistic and because reflection is embedded <strong>in</strong> a social context.<br />
Teachers become part <strong>of</strong> a community and share <strong>in</strong>formation, knowledge<br />
and resources <strong>by</strong> participat<strong>in</strong>g <strong>in</strong> this community. Jo<strong>in</strong>t practice and<br />
reflection play a central role <strong>in</strong> becom<strong>in</strong>g a teacher. If we stress <strong>the</strong><br />
essentially social character <strong>of</strong> learn<strong>in</strong>g for pupils, we should <strong>in</strong>troduce <strong>the</strong><br />
same pr<strong>in</strong>ciple <strong>in</strong> teacher tra<strong>in</strong><strong>in</strong>g. Socially situated <strong>the</strong>ories <strong>of</strong> learn<strong>in</strong>g,<br />
which recognise <strong>the</strong> way <strong>in</strong> which knowledge is created and transformed <strong>in</strong><br />
<strong>the</strong> <strong>in</strong>tersection <strong>of</strong> dialogue between people, <strong>the</strong>ir collective knowledge and<br />
research, will have an impact on teach<strong>in</strong>g.<br />
Ano<strong>the</strong>r major characteristic <strong>of</strong> action research is <strong>the</strong> focus on<br />
collaboration among teachers. It is an essential aim <strong>of</strong> this k<strong>in</strong>d <strong>of</strong> research<br />
to br<strong>in</strong>g teachers toge<strong>the</strong>r <strong>in</strong> networks (see also Teamwork, Collaboration).<br />
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The importance <strong>of</strong> creat<strong>in</strong>g networks is essential for creat<strong>in</strong>g a jo<strong>in</strong>t practice<br />
<strong>in</strong> <strong>the</strong> complex process <strong>of</strong> learn<strong>in</strong>g to become a teacher. The focus <strong>in</strong>deed is<br />
on communication <strong>in</strong> networks, and also communication about research.<br />
But <strong>the</strong> <strong>problems</strong> are not only <strong>the</strong>oretical; <strong>the</strong>y can be very practical <strong>in</strong><br />
nature: participants are spread over different time zones and different areas,<br />
<strong>the</strong>re are <strong>problems</strong> with physical contact (ow<strong>in</strong>g to constra<strong>in</strong>ts with budget,<br />
time, space …).<br />
Information technology can solve only part <strong>of</strong> <strong>the</strong>se <strong>problems</strong>. Dur<strong>in</strong>g<br />
our project we were confronted with <strong>the</strong> <strong>problems</strong> <strong>of</strong> creat<strong>in</strong>g such a<br />
community. How will <strong>the</strong>se discourse communities change our<br />
understand<strong>in</strong>g <strong>of</strong> ‘becom<strong>in</strong>g a teacher’? Especially when <strong>the</strong> new networks<br />
<strong>of</strong> teachers-as-researchers are constructed on-l<strong>in</strong>e.<br />
Such networks and <strong>the</strong> concept <strong>of</strong> teachers-as-researchers are also<br />
essential to <strong>the</strong> study <strong>of</strong> <strong>the</strong> impact <strong>of</strong> technology:<br />
Little is known about <strong>the</strong> impact <strong>of</strong> technology on standards <strong>of</strong> students’<br />
work, on <strong>the</strong> quality <strong>of</strong> <strong>the</strong> learn<strong>in</strong>g experience, on <strong>the</strong> acquisition <strong>of</strong><br />
core transferable skills or on <strong>the</strong> chang<strong>in</strong>g role <strong>of</strong> students, teachers and<br />
o<strong>the</strong>r staff. Such research does not necessarily have to be large-scale<br />
and quantitative; small-scale, qualitative action-research projects could<br />
guide practice at <strong>the</strong> local level, thus streng<strong>the</strong>n<strong>in</strong>g claims <strong>of</strong><br />
educational <strong>in</strong>stitutions to be fully learn<strong>in</strong>g organisations. (Lewis &<br />
Merton, 1996)<br />
We need jo<strong>in</strong>t practice and examples <strong>of</strong> good practice demonstrat<strong>in</strong>g <strong>the</strong><br />
way <strong>in</strong> which computers can be <strong>in</strong>tegrated <strong>in</strong>to <strong>the</strong> pr<strong>of</strong>essional life <strong>of</strong><br />
newcomers to teach<strong>in</strong>g.<br />
Teacher as Designer. Technology today ‘creates an impetus for major<br />
transformation <strong>in</strong> <strong>the</strong> <strong>in</strong>stitution <strong>of</strong> school<strong>in</strong>g, and it also <strong>of</strong>fers new tools for<br />
carry<strong>in</strong>g out this transformation <strong>in</strong> ways not possible before’ (Office <strong>of</strong><br />
Technology Assessment, 1995, p. 4). New sites <strong>of</strong> education resemble <strong>the</strong><br />
‘workplaces’ <strong>of</strong> <strong>the</strong> ancient guild system.<br />
There is a grow<strong>in</strong>g consensus that teachers should be computerliterate:<br />
‘The Information Society so highly praised <strong>by</strong> <strong>the</strong> EU (European<br />
Union) Delors White Paper must be completed and matched <strong>by</strong> a Learn<strong>in</strong>g<br />
Society, if we do not want to fall <strong>in</strong>to an over-<strong><strong>in</strong>formed</strong> world and a valueless<br />
culture based on ‘zapp<strong>in</strong>g’ and ‘patchwork’ superficiality’ (Richardson, 1997,<br />
p. 29). This competence is essential as <strong>the</strong> teacher <strong>of</strong> <strong>the</strong> future has to<br />
consider what k<strong>in</strong>d <strong>of</strong> communication serves <strong>the</strong> teach<strong>in</strong>g and learn<strong>in</strong>g.<br />
What should teachers know about computers? Teachers should be<br />
familiar with ICT and be able to utilise and <strong>in</strong>tegrate it <strong>in</strong> <strong>the</strong>ir practice.<br />
Inevitably, <strong>the</strong>ir practice will have to be reoriented and evaluated as an<br />
ongo<strong>in</strong>g and ever-chang<strong>in</strong>g practice. Apart from learn<strong>in</strong>g to use <strong>the</strong><br />
computer, teachers should be th<strong>in</strong>k<strong>in</strong>g about how <strong>the</strong> computer can be<br />
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Ronald Soetaert & Bart Bonamie<br />
<strong>in</strong>tegrated <strong>in</strong> <strong>the</strong>ir subject and <strong>the</strong>ir area <strong>of</strong> expertise as a tool for organis<strong>in</strong>g<br />
and deliver<strong>in</strong>g course content and <strong>the</strong>ir own pr<strong>of</strong>essional development.<br />
As consumers, <strong>the</strong>y should be critical <strong>of</strong> products and <strong>in</strong>stitutions that<br />
market <strong>the</strong>mselves as legitimate providers <strong>of</strong> education. At <strong>the</strong> same time,<br />
teachers should become producers too; <strong>the</strong>y will be <strong>in</strong>volved <strong>in</strong> develop<strong>in</strong>g<br />
material. This <strong>in</strong> an <strong>in</strong>evitable process; <strong>in</strong> <strong>the</strong> long run textbooks will<br />
change. More and more <strong>the</strong>y will be applied to a grow<strong>in</strong>g variety <strong>of</strong><br />
functions and <strong>the</strong>y will be transformed <strong>in</strong>to <strong>digital</strong> environments.<br />
The shift away from textbooks as <strong>in</strong>k-on-paper products redef<strong>in</strong>es <strong>the</strong><br />
work <strong>of</strong> publishers, authors and … teachers. Design has become a central<br />
issue <strong>in</strong> education. And <strong>in</strong> design educational aspects have become a central<br />
concern.<br />
Conclusion<br />
We need a mean<strong>in</strong>gful vision for culture and education <strong>in</strong> <strong>the</strong>se<br />
transformational years, as we struggle to establish new forms <strong>of</strong> langu<strong>age</strong><br />
and culture with new technologies. Such a vision should be <strong>in</strong>spired <strong>by</strong> <strong>the</strong><br />
recognition that our traditions are forced <strong>in</strong>to a new context. By br<strong>in</strong>g<strong>in</strong>g all<br />
<strong>the</strong>se ‘post’ perspectives toge<strong>the</strong>r and <strong>by</strong> question<strong>in</strong>g or problematis<strong>in</strong>g<br />
<strong>the</strong>m, we hope that we have illustrated how <strong>the</strong> <strong>digital</strong> revolution has deeply<br />
<strong>in</strong>fluenced <strong>the</strong> subjects that we are teach<strong>in</strong>g, and <strong>the</strong> roles that teachers can<br />
play <strong>in</strong> new teach<strong>in</strong>g and learn<strong>in</strong>g environments.<br />
A cultural perspective on this paradigm shift seems essential, <strong>in</strong>spired<br />
<strong>by</strong> cultural studies, media studies and discourse analysis. In <strong>the</strong>se<br />
discipl<strong>in</strong>es, <strong>the</strong> concept <strong>of</strong> <strong>literacy</strong> is deconstructed to an extent that we are<br />
now <strong>in</strong>vited to construct new educational practice. We suggest that all<br />
teachers – and langu<strong>age</strong> teachers <strong>in</strong> particular – should reflect on <strong>the</strong> ways<br />
<strong>in</strong> which tools change our cultural space. With<strong>in</strong> this approach, <strong>the</strong>re would<br />
be a need to develop a critical sense <strong>of</strong> <strong>the</strong> form <strong>of</strong> ‘media <strong>literacy</strong>’<br />
(O’Sullivan, 1999). This would educate learners to resist <strong>the</strong> surface<br />
mess<strong>age</strong>s from today’s new media. It would also enable <strong>the</strong>m to be able to<br />
use all types <strong>of</strong> media effectively <strong>the</strong>mselves <strong>in</strong> a variety <strong>of</strong> cultural contexts,<br />
<strong>in</strong>clud<strong>in</strong>g contexts <strong>of</strong> <strong>the</strong>ir own mak<strong>in</strong>g.<br />
Our approach to langu<strong>age</strong> teach<strong>in</strong>g today is <strong>in</strong>spired <strong>by</strong> a s<strong>in</strong>gle<br />
question: are we only go<strong>in</strong>g to use <strong>the</strong> Internet to teach culture <strong>in</strong> a<br />
<strong>traditional</strong> way, or can we capitalise on its potential to give students access<br />
to new k<strong>in</strong>ds <strong>of</strong> culture(s)?<br />
Acknowledgements<br />
The Langu<strong>age</strong> Teach<strong>in</strong>g On-L<strong>in</strong>e project was supported <strong>by</strong> DG_XII <strong>of</strong> <strong>the</strong><br />
European Commission.<br />
This article has been edited <strong>by</strong> <strong>the</strong> General Editor with permission<br />
from <strong>the</strong> authors.<br />
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Correspondence<br />
RECONSTRUCTING LANGUAGE TEACHING<br />
Ronald Soetaert & Bart Bonamie, Vakgroep Onderwijskunde –<br />
Lerarenopleid<strong>in</strong>g, University <strong>of</strong> Ghent, H. Dunantlaan 1, B–9000 Ghent,<br />
Belgium (ronald.soetaert@rug.ac.be, bart.bonamie@rug.ac.be).<br />
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