Thanks for visiting , a blog about the technologies we create and the literacies we need for present and future endeavors. My name is Molly Shields – I am a Visiting Professor at Flagler College in St. Augustine, FL, currently working on my dissertation research in multimodal literacies at the University of West Florida.

A synopsis of recent projects, including my instructional technology portfolio, can be found here.

This blog resembles the meanderings of my research, and has provided a nice outlet for sharing what I am learning with my fellow learners. Technoliteracy is a concept that I stumbled across and was immediately intrigued by; I hope you find something enlightening as well. If you’re not familiar with the term, read the below sections, “What is technoliteracy?” and “Why is technoliteracy important?” The following posts might be beneficial too:

What is technoliteracy?

At the very origins of Western philosophy, technology was metaphysical, something unnatural emerging out of nature. That same definition still applies, but the social morphing of technology has intertwined our need for advancement with literate practices of how to advance. Technology is not, necessarily, something that has to be plugged in, but is, theoretically, a neutral, rationally constructed tool which serves universal human needs. In essence, technology responds to inherent purposes.

Technoliterate practices have become essential to rationally construct tools that serve these universal human needs. We need literacies that require philosophical reflection on the ends and purposes of education and on what we are doing and trying to achieve in our educational practices. We need to be technoliterate participants to (1) perceive and create new technologies and (2) to understand the constructions for which we are constructing.

Why is technoliteracy important?

Technoliteracy frames multiple ways of life – it is multimodal, as is current learner existence. Each mode determines and provides a different choice of designs and a different range of technological mediation. Education must aim at efficiency in those mediations by refraining from negating any one mode by preferencing another. Therefore, technoliteracy is not digital literacy; the latter emphasizes technology, whereas technoliteracy is grounded in the metaphysical explorations of the unnatural, non-digital, and digital modes of the Wyoming agent.  Technoliteracy offers a holistic approach to multimodal expression, a literate goal needed if education is to pursue intrinsic interests in peace and fulfillment of the learner.