The article elaborates on three different frameworks which are mostly used to research literacy and could be described as:
Learning framework, which basically seeks to understand who ICTs can ameliorate the process of learning classical skills such as learning and writing. Research using this framework usually builds on extensive quantitative data comparing ICT use and test results.
Change framework defends that ICT have developed a whole new kind of literacies which a little related with what schools have been teaching and evaluating. In this sense, much research using this framework focus specifically on ICT skills and needs to use new technologies. The authors explain that the framework, which includes digital communication and video-gaming research does not take into consideration other factors which also impact the importance of literacies. Also, they reserve small space to fomal education and school teaching and learning.
Power framework advocates for a broader perspective in the relationship between ICTs and literacy. It shares with the Change Framework the idea that ICT changes how literacy can be understood. In the other hand, it calls the attention to the fact that there are a whole list of other factors which should be considered in analysing how ICT and literacy should be understood, such as economic status and cultural context. Thus, it is not only how the evaluation is performed and what ICT literacy mean that should be addressed, but also how this literacy relates to the other power relations in the society.
Warschauer, M., & Ware, M. (2008). Learning, change, and power: Competing
discourses of technology and literacy. In J. Coiro, M., Knobel, C. Lankshear, & D. J. Leu (Eds.) Handbook of research on new literacies (pp. 215-240) . New York:
Lawrence Erlbaum Associates.
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