The educational institution and the academic literacy with digital technologies: Between dominant and vernacular practices

Abstract

- This work aims at analyzing the relationships between vernacular and dominant literacy practices with digital technologies developed by students of a technological graduation course. It is a part of a larger (2016-2017) qualitative approach with an ethnographic perspective. The theoretical contributions include the New Literacy Studies and research on digital technologies and education. The data show that the educational institution is the main internet access point for many students and that it develops literacy practices with dominant and vernacular digital technologies. This finding suggests that the institution can add elements to the teaching and learning processes if it chooses to include and recognize vernacular literacy practices with digital technologies that are closer to the students’ reality.