ABSTRACT
This chapter describes a boundary-crossing strategy for the development of digital literacy on the ground in rural areas in Bangladesh, where in the outset, information and communication technology (ICT) is not seen by the local population as a benefit in relation to interaction with governmental bodies. It illustrates the tension between governmentally defined goals of digital literacy and local participants' objectives. The chapter examines the Engestrom's theory of expansive learning and Suchman's concept of boundary crossing. It presents the case of Field Facilitators as intermediaries, and also presents the strategy for expansive learning among Field Facilitators – a workshop strategy for digital literacy – and an analysis of where the expansive learning formed the basis. According to activity theory, learning happens as an interchange between participants and only later at the individual level. Engestrom's theory of expansive learning uses this axiom as a foundation for his theory of learning as expansion of activity.
