Abstract
This paper addresses the nature of literacy practices in online distance learning environments, specifically those involved in text-based collaborative discussion at post-compulsory level. A three-dimensional framework, relating operational, cultural and critical aspects of linguistic interaction online, is used to argue that research in this field needs to take account of wider institutional and social contexts if it is to address issues of student resistance to socialisation into virtual learning communities. Some methodologies for research of this kind are discussed, and sample analyses of participant interaction on UK Open University Masters courses are presented.
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