Literacies
Stordy (2015) examines literacy/ literacies to create a taxonomy that encompasses a multitude of definitions and variations of relevant terms. This taxonomy includes both an autonomous perspective outlining psychological cognitive definitions and an ideological perspective relating to socio-cultural approaches that define literacy/literacies. Stordy (2015) differentiates these into those literacies that integrate no-or-few digital technologies (conventional), those that incorporate new technical elements (peripheral), and those literacies that assimilate new technical stuff with new ‘ethos stuff’ (paradigm), further described in the Taxonomy of Literacies image (see Figure 6).
The taxonomy is grounded in literacy research and provides a working definition of literacies that “captures the complementary nature of literacy as a cognitive ability and a social practice” (Stordy, 2015, p. 472). While Stordy (2015) acknowledges the challenges and limitations of this framework, and recognizes that the borders between these concepts are fuzzy and permeable, this taxonomy supports the reframing of literacies in a way that clarifies understanding necessary for this research.
Literacy terminology is frequently confused with notions of skills, fluency and competency but for this research, these should be regarded as different conceptions. Fluencies is the ability to speak, read, and write in a given language quickly and easily, while competency is defined by having skills and abilities to do a job (“Competency,” OED Online; “Fluency,” OED Online). These definitions are not the same thing, but can be considered to be subsumed within the broader term literacy. This clarification is made here since research applies these terms interchangeably, yet they are distinctly different conceptions.