| dc.description.abstract | Aim This paper examines the impact of digitalization on collective literacy by analyzing
how writing, as a collective literacy practice, serves as a medium to reflect these
sociocultural shifts.
Theory Theoretical insights from esteemed scholars such as Adrian Van der Weel, Ivan Illich,
Barry Sanders, and David R Olson serve as the foundation for this study. Their work
offers valuable insights into collective literacy within the digital age, enriching our
comprehension of the ongoing sociocultural transformations.
Method The methodology employed is grounded in Flower and Hayes’ cognitive model of
writing and supported by Grammarly's analytical tools, providing a robust framework
for analysis. Through meticulous protocol analysis and screen recording, significant
trends were uncovered.
Result Among these trends, a decline in traditional writing elements within the Flower and
Hayes model was observed, juxtaposed with an enhancement in writing quality, as
affirmed by Grammarly. This nuanced transformation mirrors a shift in collective
behavior in response to the widespread presence of digitalization in digital writing
texts. The analysis further reveals that participants on digital writing platforms
undergo a fundamental shift in information processing, leading to a profound
evolution in their perception of meaning and reality. This shift is evident in the
evolving outcomes and increasing quality of participants' digital writing.
Significance: Recognizing the crucial role of collective literacy, particularly within the educational
domain, and the complex relationship between digitalization and the processes of
meaning-making through collective literacy practices such as reading and writing,
this research holds significant importance. It lays a solid foundation for future
empirical investigations into collective literacy, signaling the need for further
exploration in this dynamic field. | sv |
