Ubiquitous computing: does this area shape the digital literacy map?

London

November morning in London

Increasingly smart objects are present in our public spaces. Digital technologies, whether immediately apparent or ‘hidden’, intervene in our sensory engagement with physical space and the ways in which we make meaning of the world. With this convergence of digital and material, and the expanding relationships/networks formed with humans, is ubiquitous computing something that we should be including within the realm of digital literacy in arts and design education? Continue reading

Digital literacy within arts and design education?

Connecetd digital devices enabling cafe communication

Connected digital devices enabling online and offline communication in the cafe studio

When we consider how to start mapping what ‘digital literacy’ means within the context of a dynamic arts and design educational environment, and ever changing socio-technical systems, where do we start? Do we frame the exploration as a network-topological study, attend to the politics of search engines, and investigate our digital trace routes? Whatever the answer, it’s essential that digital literacy is not perceived simply as a set of technical skills. Continue reading