digital literacy

3. Richard Lanham (13) and Walter Ong (14) both note that the shift from print to digital literacy has shaken our understanding of writing by denaturalizing our conception of literacy. It has disturbed our assumptions about teaching, learning, and knowing and has momentarily made us acutely reflective practitioners. As such, the shift shows us that we need to measure learning in a different way, not as a product (knowledge of certain conventions) but as a process (we call thinking).