ABSTRACT
A broad range of work in psychology (Wertsch, 1998; Säljö, 2005), sociology (Castells et al., 1999; Mattelart, 2003) and education (Wells & Claxton, 2002; Bereiter, 2002) has shown the impact of information and communication technologies on our culture and social life in general and on our conceptions of learning especially. As a frame of reference, these cultural developments raise some key issues concerning literacy, both how the new digital technologies change conceptions about what literacy is and how literate practices in schools change as a consequence of such developments.
