Date of Award:

5-2013

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

English

Committee Chair(s)

David E. Hailey

Committee

David E. Hailey

Committee

Ryan M. Moeller

Committee

Ronald Shook

Abstract

Humanities educators at U.S. colleges and universities face sustained challenges in building effective technology literacy practices. As theories of technology literacy evolve, humanities topics are increasingly relevant in technology discussions, as rhetorical and critical analysis, textual analysis, and student learning theory are deeply embedded in current definitions of technology literacy. As such, humanities scholars have dramatic opportunities to become more involved in technology studies generally, and have a voice in technology policies that affect their institutions and students.

However, critical research, classroom teaching methods, and curricula in ICT literacy have fallen behind current needs, and many institutions struggle to define appropriate ICT methodologies, policies, and practices. Though students regularly exhibit surface-level skills in navigating information and communication technologies' (ICTs) user interfaces, they often lack critical knowledge frameworks to move beyond being passive technology users and consumers.

Humanities scholars have the opportunity to better serve their institutions of learning and students by embracing a model of technology "multiliteracy," where functional technology concepts are joined with broader social and rhetorical issues. By studying computers not just as "tools," but as metaphors for broader patterns of thinking, rhetoric, and "ways of knowing," students can build better technology knowledge frameworks, and humanities scholars can re-invent their futures from a position of strength, as their knowledge and expertise intertwine with critical conversations surrounding technology studies and policies

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