ABSTRACT
Three multiliteracies-computer, network, and technology-have implica tions for the general proliferation of new technology tools in society. For that reason, computer, network, and technology literacies can be discussed as tool literacies. Three others-information, visual, and media-are particu larly relevant to the uses of technologies within the context of schooling. They stress the need to analyze information and to understand how meaning is created. Because they address the construction of information, as well as tools, information, visual, and media literacies can be characterized as lit eracies o f representation. Information, visual, and media literacies have the potential to build on already familiar alphabetic literacy foundations in schooling. Whereas educators may need special training to use new tech nologies, they are secure in their ability to explicate texts with students. In other words, through the uses of approaches suggested by information, visual, and media literacy advocates, educators can apply familiar principles of alphabetical literacy to further the understanding of new genre and media while their tool skills are getting “up to speed.”
