Digital technology pervades every aspect of our lives and leads us to receive, relay, ratify and produce media and information every day. As a result, the term "literacy" has been increasingly used to point to practices or competences that exceed the mastery of the written text (in reading and writing) and include the use of all symbols systems to participate in society in critical, creative, and reflexive ways. Over the last decades, a multitude of labels have appeared to designate new forms of literacy,
Following the 2018 edition entitled "Defining digital/media/information literacy as culture, practices, or competences", the theme for this year's edition of ReDMIL is: "Literacies to revamp, repair, rekindle our world". New (media, information, digital) literacies1 have long been described as potential positive forces able to empower individuals and contribute to the development of societies. We may think about literacies as means to foster critical thinking, encourage active citizenship and social partici
Due to their prospective and evaluative nature, these questions may seem not to be of concern for researchers, but rather for teachers, educators or policy makers, and other field actors supporting the development of new literacies. We believe, however, that they have important implications for research as well. To start answering these questions as researchers, we need to interrogate our own goals, theoretical apparatus, practices... to assess their relationship to the values and principles we, as citize