Louise Couceiro
The precise definition of digital literacy has long been contested. Although early definitions recognised the importance of traditional literacy (the ability to read and write) for digital engagement, this connection is often overlooked in recent scholarship, policy initiatives, and digital literacy frameworks.
One of our project’s key insights is the importance of recognising the dynamic interplay between young people’s digital literacy and their traditional literacy skills. Rather than treating these as separate domains, our findings show how reading and writing continue to shape the ways young people navigate digital environments.
In our new article published in Learning, Media and Technology, we argue for turning back the page on digital literacy to better account for the foundational role of traditional literacy in shaping digital practices. Through three classroom vignettes, we illustrate how students’ interactions with an ‘adaptive’ EdTech platform intended to support literacy learning are shaped by their traditional literacy skills.
Ultimately, framing technology as a straightforward solution to literacy challenges without attending to the nuanced and context-specific ways students engage with such technologies risks reinforcing the very disparities they seek to address. Attending to these complexities is essential if we want EdTech to support the diverse literacy practices young people bring to the classroom.
Full reference:
Couceiro, L., Eynon, R., & Hakimi, L. (2026). Turning back the page on digital literacy: the role of traditional literacy in shaping digital practices. Learning, Media and Technology, 1–17. https://doi.org/10.1080/17439884.2026.2640004
Funding acknowledgement:
This research was funded by the Economic and Social Research Council (ESRC).
Photo by freepik.com.