ABSTRACT
This chapter discusses how the fields of digital literacy, media literacy and information literacy have, or have not, developed in ways that address the needs of the community. It argues that prevailing views of digital, media and information literacy education are based on an uncritical, individualised view of literacy that prevents a better understanding of how changes in media and technology play out within communities. Digital literacy, media literacy and information literacy have all been defined, at least in part, as encompassing the skills, know-how and perceptions required to address the impact of technological changes, and become able to draw on the empowering benefits of new media. Wenger-Trayner and Wenger-Trayner (2015, 5) stress the importance of these boundary activities for developing community-based knowledge, including joint media development projects, spaces for reflection and other activities that specifically aim to bring people together from across different communities.
