Multiliteracy Centers Spanning the Digital Divide: Providing a Full Spectrum of Support

Abstract

Abstract Many publications on multiliteracy work in writing and multiliteracy centers have addressed how to respond to complex multimodal projects, but few have discussed offering basic digital literacy support for students who struggle with technology proficiency. In the same way that limited knowledge of grammar and mechanics creates barriers to academic success, limited knowledge of basic digital literacy skills inhibits success in higher education, and both skillsets are essential to meaningful, empowering communication in the 21st century. Those who struggle most with digital literacy are often found in the “digital divide,” members of underserved populations lacking sufficient experience and instruction in digital environments. Two-year colleges in particular serve students in the digital divide, and the writing centers of these institutions face the responsibility of assisting students in communicating successfully in the digital age, which includes tutoring for basic digital literacy skills. To enforce writing and multiliteracy centers as spaces that support 21st-century communication skills, multiliteracy center staff must be willing to offer meaningful support across the spectrum of digital literacy needs.