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Our society cannot have concerns about access without literacy because they are congruous; neither is distinct nor complete without the other in technological contexts. The United States Department of Education repeatedly calls for more, better, and increased access and literacy to technologies. Our elected officials make national speeches imparting similar rhetoric and ideas. A problem with this particular information dissemination by inherently powerful entities or persons is they make assumptions of what access and literacy are, with minimal definition, and virtually no context of agent ability with technology. These ambiguous terms and deficient definitions have subsequently proliferated in academic scholarship, pedagogy, and even across the globe. The purpose of this paper is to theoretically reposition access with literacy and place them in context of agent ability in order to provide a framework for future conversation.

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Journal of Literacy and Technology


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