Abstract
The concept of new literacies refers to new forms of literacy. The meaning of literacy is constantly changing as new technologies and new social practices emerge. To be literate in the future means being able to use a combination of new technologies and new social practices that have not yet appeared. This has important implications for education. In this paper, we analyse Finnish educational policy and strategy papers from 1998 to 2014 conducting textmining and traditional close reading. By means of lexical dispersion we separate three distinct time periods: before 2005, the years 2005–2010 and after 2010. By close reading and topic modeling, we examine the emergence of new literacies in our research material and how thisis related to the sociocultural contexts of each period of time.
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