1. Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. This review delves into how literacy research has evolved with the rapid advancement of digital technologies. Mills highlights the transformation from traditional print-based literacies to multiliteracies that incorporate digital, multimodal, and interactive elements. The article emphasizes the importance of integrating these new literacies into education to better equip students for a digital world.

2. Leu, D. J., & Forzani, E. (2012). New literacies in a Web 2.0, 3.0, 4.0, …∞ world. This piece discusses the concept of new literacies as fluid and continually evolving with web technologies. Leu and Forzani argue that the nature of literacy must be expanded to include skills related to online reading, comprehension, and communication. The authors advocate for educational systems to adapt their curricula to support students in developing these skills as digital platforms evolve.

3. Knobel, M., & Lankshear, C. (2014). Studying new literacies. This article presents an overview of the methodological approaches used in studying new literacies. The authors emphasize the importance of understanding literacy practices as social phenomena influenced by the changing technological landscape. They suggest that literacy research should not only focus on new tools but also on how these tools reshape interactions and practices.

4. Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. This article explores the intersection of human and machine interactions in reading and comprehension. Leander and Burriss suggest that literacy practices now extend beyond human cognition to include machine mediation, underscoring the need for critical literacy skills that recognize the collaborative nature of human-machine partnerships.

5. Hwang, J., Lee, C., & Shin, Y. (2023). What is prompt literacy? An exploratory study of language learners’ development of new literacy skill using generative AI. This study investigates the concept of “prompt literacy,” defined as the skill of creating effective prompts for AI tools, interpreting the responses, and refining inputs for desired outputs. The research focused on EFL students who used generative AI for language learning. The findings indicate that learners developed prompt literacy, improved vocabulary strategies, and recognized the collaborative aspects of human-AI interaction. This study highlights the growing importance of prompt literacy in education as AI tools become more integrated into learning environments.

These readings collectively illuminate the evolving landscape of new literacies, emphasizing the need for educational practices to adapt to the digital and AI-infused world. The integration of traditional, multimodal, and machine-mediated literacy practices is essential to prepare learners for the complex literacy demands of the future.

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