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This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the 'datafication of everyday life' (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling. Keywords Digital literacy education * Critical digital literacies * Digital citizenship * Pedagogy. Data literacies, 1 Digital literacy It has become a truism to observe that the world has been radically changed by the digital and to note the pervasiveness of digital platforms and technologies [...]

Correction to: The Australian Journal of Language and Literacy (2022) 45:253-263 https://doi.org/10.1007/s44020-022-00019-x The article should be regarded as part of the Special Issue 'Literacy, teachers and policy: a manifesto for [...]

The need to expand traditional, print-based versions of literacy to also incorporate attention to multimodal forms of text and literacy in the English curriculum is now well established. Much can be learnt about students and their literacy practices from the exploration of their engagement with digital culture--particularly videogames--from their out-of-school lifeworlds. However, the emerging set of skills and competencies or, the 'new' literacies and literacy practices associated with multiple and ever-emerging genres generated through information and communications technologies, present challenges in terms of how they might be conceptualised as literacy (or not) and how the multiple dimensions entailed in gameplay are increasingly a part of what it means to be literate in the 21st century. Drawing on two case studies of classroom work, the paper describes approaches to conceptualising the complexity of digital texts and their access, production and distribution and the opportunity to create spaces where students could interact, socialise and learn in both the real and virtual world. Dimensions such as play, interactivity, action, movement and time raise challenging questions about the limits and possibilities of constructing games and gameplay as texts and literacy practices that push the boundaries of literacy., Introduction The project Literacy in the Digital World of the Twenty First Century (1) was particularly concerned with what might be offered to English and literacy curriculum and pedagogy through [...]

At a time when 3D and virtual worlds are part of media and digital communication it is interesting that Green's 3D model of literacy was conceived three decades ago. This [...]

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing due to the growth of the network society and the ubiquity [...]

The article focuses on the use of video games in developing digital literacy in children in Australia. The author mentions that video or computer games provide children new forms of telling stories and multimodal literacies. She also states that video games are important examples of social participatory forms of engagement with literacy practices.