“The term ‘postdigital’ (see Jandrić et al. 2018; Jandrić 2019) does not imply that humanity has progressed beyond digital technology and into a new era, but rather that digital technology is now deeply entrenched in contemporary human life.he term thereby represents ‘a rupture in our existing theories and their continuation’ (Jandrić et al. 2018: 895).” (p. 3)Post-digital literacies refer to the complex ecologies of people’s analog and digital practices in a world where technology, platforms, and tech companies have become pervasive in every aspect of our everyday lives. Such practices are embedded in issues of power, control, surveillance, inequality, representation, and misinformation. Since 2016, this term has been used to signal a rupture of powers being consolidated into corporations and centralized – it has become so normalized the terminology is exnominated. In an educational context, it’s important to consider not just translating traditional learning methods into a digital space, but to critically integrate, practice and take advantage of technology in classrooms.

“The term ‘postdigital’ (see Jandrić et al. 2018; Jandrić 2019) does not imply that humanity has progressed beyond digital technology and into a new era, but rather that digital technology is now deeply entrenched in contemporary human life.he term thereby represents ‘a rupture in our existing theories and their continuation’ (Jandrić et al. 2018: 895).” (p. 3)

"As social practices characterized by a new “ethos,” new literacies are more participatory, collaborative, and distributed, and less “published,” less “author-centric,” and less “individual” than conventional literacies" (Lankshear & Knobel, 2014, p. 98).

• How Do I Foster Communication among Students?

• How Do I Encourage Accountable Collaboration?

• How Will Students Use Digital Tools to Create, Consume, Critique, and Think?

• How Will Students Revisit, Revise, and Reflect on Their Thinking, Learning, and Growth?

“Perhaps the most important lesson learned from pandemic teaching, however, is that simply having access to tools is not the answer for improving learning or literacy. We believe that teaching is the answer. Now that digital technologies such as the ones described in this article are more accessible and acceptable to teachers and students, it is time to put digital literacy at the center of ELA instruction” (Turner & Hicks, 2021, p. X).

Mediation in Digital Space

"A medium is something that stands in-between two things or people and facilitates interaction between them. ... But the fact is, all interaction—and indeed all human action—is in some way mediated" (Jones & Hafner, 2021, p. 2).

Doing

• the ability to perform small actions with unexpectedly large effect

Meaning

• change "how people are able to communicate about what is happening in the world."

Relating

• "relationship revolution"=how people relate/communicate/connect with each other in digital spaces

• how people organize their relationship in the consideration of power dynamics

Thinking

• tech has "the capacity to change the way we experience and think about reality."

Being

• tech affects "our social identities we can adopt when we are using them."

Examples:

• Movies can be a cultural medium for inter-communication among people.

• Writing down one's name with pen and paper makes pen & paper as mediational tools.

"'Digital literacies' are ways in which people use the meditational means available to them to take actions and make meaning in particular social, cultural, and economic contexts" (Jones & Hafner, 2021, p. X).

Five meanings of representation

• Anthropology

• Epistemological

• Sociological

• Ethical and Political

• Aesthetics

• People are connected by shared interests to collaborate, teach, and learn.

• Function outside formal institutions like schools, allow distributed teaching across locations, people, and practices.

• Unlike traditional pedagogical practice, students are connected but not isolated.

• Digital media transforms how affinity spaces function. Affinity spaces become more inclusive.

• Video games extend learning beyond the game. Creating socio-cultural learning experiences.

• We see remediation in practice through iterations of the same narrative a given amount of time. Using Game of Thrones as an example. It originally started as printed books, evolving to an HBO TV series, followed by video and board games, and then fan commentary. Each iteration honors the initial message of the original subject.

• Remediation encompasses the passage of time and evolvement of stories and narratives over time.

• Low barriers to artistic expression and civic engagement

• Support for sharing work

• Structures for informal mentorship in which expertise is exchanged (e.g., everyone has expertise to offer).

• People believe their contributions matter

• Creators connect with one another and know that their audiences will care what they share (which often inspires them to share more)