Writing at the Interface: A Research and Teaching Program for Everyday Digital Media Literacy

Matthew Overstreet


Our patterns of connection shape how we think, write, read and relate. In response, scholars have begun to understand and teach literacy as a networked phenomenon. This essay contributes to that effort. I argue that in an age of media convergence, to think networked literacy is to think everyday digital media literacy habits, particularly as they relate to the design and maintenance of information ecosystems. Combining new materialist writing studies scholarship with design thinking and media theory, I propose and model a materialist approach to literacy analysis that respects both the human and non-human elements in such systems. I then discuss how this approach might inform writing pedagogy.


networked literacy; digital media literacy; design thinking; interface studies; new materialism; writing pedagogy; information ecosystems; information management

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DOI: http://dx.doi.org/10.21623%2F1.8.1.4

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