Integrating the Digital Literacies into an After-School Program: A Structural Analysis of Teachers' Lessons

The article proposes the integration of new digital literacy practices found throughout 21st-century U.S. society into the pre-existing traditional literacy diagnostic systems used by schools to evaluate students and curricula. Comments are given criticizing educational diagnosticians which fail to distinguish new literacies from older, conventional practices. The authors assert that digital literacy need not replace traditional instruction but should at least be included in standard curricula.