Literacies, technology and language teaching

In this chapter, the authors explore the evolving landscape of digital literacies and their implications for language teaching in an increasingly connected world. They begin by contextualising the concept of digital literacy within broader societal shifts, challenging assumptions about young learners’ technological competence and advocating for a nuanced understanding of digital engagement. The chapter presents a comprehensive taxonomy of digital literacies, categorised into four domains: communicating, informing, collaborating, and (re)designing. Each domain encompasses a range of literacies – from print, hypertext, and multimodal literacies to AI, remix, and ethical literacies – highlighting the multifaceted…