COLLECTIVE LITERACY AND DIGITALIZATION: A STUDY OF CHANGES IN THE NATURE OF WRITING

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.