Action
Selfe's 10 very specific suggestions for action are based on us being technology critics, aware of how issues of access to technology and the way our culture discusses technological literacy can reproduce a hierarchical class system. With this critical awareness, we should:
- Value multiple literacies "in curriculum committees, standards documents, and assessment programs" (149);
- Work to make technology a major topic of concern and discussion within our professional organizations;
- Conduct our scholarship as technology critics, doing more work to discover the effects of technology on teaching and learning, and of the relationship among "social, political, and economic perspectives" on technology (151);
- Teach our students to become technology critics;
- Engage in the management of technology at our schools and universities with critical perspectives on technology and literacy, always aware of how the more administrative and bureaucratic concerns that face us (computer lab schedules and budgets) impact in profound ways the kind of teaching and learning (the kind of technological literacy) possible within the classroom;
- Work to shape the governmental and educational policies of our cities and states in terms of the view of technological literacy and the goals of technological literacy programs;
- Educate students who want to become teachers about the relationships among technology, literacy, education, and ideology;
- Make technology accessible to the general public "in libraries, community centers, and other nontraditional public places" in order to ensure that all people--not just the middle class and wealthy--have access to technology and the sites of political action made available online;
- Work together, all teachers in all disciplines at all grade levels, "to influence educational policy, state standards, and classroom practices" (158); and
- Work together with teachers across the world in recognition "that the situation we know about in the United States may be only one manifestation of a much larger social formation" (159).
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