ELECTRONIC LITERACY, CRITICAL PEDAGOGY, AND COLLABORATION - A CASE FOR CYBORG WRITING

This study concerns the convergence of electronic literacy, collaborat ion, and critical pedagogy in the classroom, I argue that teachers in the humanities must relinquish the vestiges of non-electronic criteria in their assessments of electronic literacy, Instead, the interplay o f human and technological factors in the classroom leads to a reaffirm ation of literacy as a social process, The radical democratization and multivocality of the corporate or collaboratively-written text demand s a critical problematizing of our roles and actions as teacher-reader s. The viability of Static criteria for good literacy practices vanish es with electronic literacy, Feminist cyborg theory offers a useful pa radigm for understanding the corporate text by bridging theories of el ectronic literacy and theories of collaborative learning, The cyborg i s a dynamic techno-fusion of difference and contradiction: much like t he corporate text, A cyborgian perspective reaffirms the polyvocalic, instable nature of postmodern literacy and calls for contextual writin g criteria.