EDU800 – Week 10 Annotated Bibliographies

#1
Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. Review of Educational Research, 80(2), 246–271.

Summary
Mills (2010) critically examines the “digital turn” in new literacy studies, tracing how the field has evolved from traditional print-based conceptions of literacy toward multimodal, networked, and participatory forms of meaning-making. The article synthesizes key theoretical shifts across more than a decade of research, focusing on how digital technologies have transformed reading, writing, and communication practices. Mills identifies major themes, including multimodality, critical literacy, and the social nature of digital participation, while highlighting tensions between local literacy practices and global digital networks.

Evaluation
The review is methodologically rigorous and offers an integrative perspective that connects literacy theory with digital culture. Mills provides a balanced analysis, acknowledging both the transformative potential of digital literacies and the risk of excluding marginalized groups who lack access or digital agency. The article’s breadth is a strength—it situates the digital turn within broader sociocultural frameworks—but its dense theoretical synthesis may challenge novice readers. The author’s extensive use of prior meta-analyses strengthens the credibility of the review, positioning it as a cornerstone in the digital literacy discourse.

Reflection
This article is highly relevant to my doctoral research on educational technology and motivation in online learning environments. Mills’ framing of literacy as a multimodal and socially constructed practice parallels how students engage across platforms like Engageli and Canvas. Her emphasis on the digital divide and inclusivity also resonates with my professional focus on designing equitable, accessible learning experiences. This work reinforces the importance of integrating critical and participatory perspectives when evaluating technology’s role in modern education.

#2
Leu, D. J., & Forzani, E. (2012). New literacies in a Web 2.0, 3.0, 4.0, …∞ world. Research in the Schools, 19(1), 75–81.

Summary
Leu and Forzani (2012) explore how evolving internet technologies continuously reshape what it means to be literate in digital contexts. They argue that literacy is no longer a static skill set but an adaptive process that expands with each new generation of the web. The authors outline how Web 2.0’s collaborative and participatory nature requires new competencies such as online information evaluation, digital communication, and content creation. Looking forward, they anticipate even more complex literacies emerging in Web 3.0 and beyond, characterized by personalization, semantic processing, and user–machine interaction.

Evaluation
The article effectively situates the concept of “new literacies” within a historical and technological continuum. Leu and Forzani offer a visionary yet pragmatic discussion that integrates both technological progression and pedagogical responsibility. Their argument is grounded in empirical research from the New Literacies Research Lab, lending credibility to their claims. However, the brief format of the publication constrains their ability to fully elaborate on assessment frameworks or instructional strategies. Despite this, their work provides a strong conceptual model for understanding literacy as dynamic and socially mediated across evolving digital platforms.

Reflection
This piece is particularly influential in shaping my understanding of how educational technology frameworks must evolve alongside technological innovation. The idea that literacy expands infinitely (“…∞”) underscores the importance of continual adaptation in both teaching and learning design. For my doctoral focus on engagement in online learning environments, Leu and Forzani’s perspective reinforces the need for educators to cultivate learners’ digital fluency rather than treat technological skills as fixed competencies. Their emphasis on critical evaluation and participation offers a valuable lens for examining how platforms like Engageli foster interactive, literacy-rich learning spaces.

#3
Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of Adolescent & Adult Literacy, 57(9), 1–5.

Summary
Knobel and Lankshear (2014) present a concise yet influential discussion on the methodologies and theoretical orientations used to study new literacies. They argue that new literacies are defined not merely by technological tools but by the social practices and cultural values embedded within them. The authors distinguish between “new technical stuff” (tools, platforms, and media) and “new ethos stuff” (collaboration, participation, and remix culture), contending that both dimensions are essential for understanding how literacy functions in digital environments. Their article emphasizes that literacy research must evolve to study these practices as dynamic, context-dependent, and constantly reconfigured by emerging technologies.

Evaluation
This article is theoretically grounded and accessible, serving as a practical guide for researchers examining digital literacy in contemporary contexts. Knobel and Lankshear’s framing of literacy as both social and technological provides an inclusive lens that accounts for cultural diversity and participatory engagement. Although the paper’s brevity limits detailed methodological exploration, its conceptual clarity makes it foundational for literacy scholars. The authors successfully balance theory with applicability, offering a model that encourages inquiry into how digital media reshape both literacy practices and the identities of those who use them.

Reflection
This work aligns closely with my doctoral research interests in online engagement and motivation, particularly in understanding how learners construct meaning and identity through digital participation. Knobel and Lankshear’s distinction between the technical and social aspects of literacy informs my approach to evaluating educational technologies such as Engageli and Canvas. Their emphasis on “ethos” resonates with my belief that engagement in digital learning is deeply connected to students’ sense of belonging and agency. This article reinforces the need for instructional design that values collaboration, co-creation, and authentic participation as integral components of effective online learning environments.

#4
Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262–1276.

Summary
Leander and Burriss (2020) examine how the concept of critical literacy must evolve in what they describe as a “posthuman world,” where human readers interact, collaborate, and even co-construct meaning with intelligent machines. Drawing on posthumanist and sociomaterial theories, the authors challenge the traditional human-centered view of literacy by emphasizing the entanglement of people, technologies, and data systems in meaning-making processes. They explore how artificial intelligence, algorithms, and networked platforms reshape not only what is read but also how readers themselves are constituted within digital environments.

Evaluation
This article offers a provocative and theoretically rich expansion of literacy studies, pushing the boundaries of what it means to be literate in technologically mediated spaces. Leander and Burriss integrate perspectives from critical literacy, posthumanism, and educational technology to propose that literacies are co-produced through human–machine relations. The work’s major strength lies in its interdisciplinary synthesis, though the abstract nature of its theoretical framing may pose challenges for practical application in classroom settings. Nonetheless, it provides valuable insight into how educational researchers might reconceptualize agency, authorship, and identity in digital contexts shaped by automation and artificial intelligence.

Reflection
This article is especially relevant to my doctoral research on the intersection of engagement, motivation, and technology in online learning. Leander and Burriss’s argument that readers “become with” machines resonates with the increasingly hybrid nature of educational spaces where human and digital actors coexist. Their posthuman perspective encourages me to consider not only how students use technology but how technology actively shapes the learning experience itself. This perspective adds depth to my exploration of platforms like Engageli, prompting reflection on how interface design, algorithms, and digital affordances influence both learner autonomy and participation in online environments.