This paper seeks to explore and re-imagine the notion of literacy, by first reconceptualising it in its plural form as literacies, and second, by embedding it within the context of semio-technologies. From this basis, and employing interface theory, it contends that imagination serves as a launching pad for literacies, semio-technologies and literacies pedagogy. The paper also argues that in its plural form, literacies does not only entail the critical literacies, New Literacy Studies, new literacies and multiliteracies perspectives, but also encompasses other literacy permutations, such as multicultural literacies, pluralistic literacies, globalised literacies, digital literacies, mobile literacies, data literacies and high literacies. In addition, it proposes how literacies can be incorporated into school curricula and taught in both primary and secondary school contexts. It suggests three models (standalone, infusion and crosscutting models) for curriculating literacies. Lastly, the paper characterises the changing nature of learners and the changing roles of teachers in view of ever-evolving literacies.

中文翻译：

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在符号技术的背景下重新想象文学和文学教学法

本文试图探索和重新想象识字的概念，首先将其以复数形式重新定义为识字，其次，将其嵌入符号技术的背景中。在此基础上，并运用界面理论，它认为想象力是文学、符号技术和文学教育学的跳板。本文还认为，在多元形式中，扫盲不仅包括批判扫盲、新扫盲研究、新扫盲和多元扫盲视角，还包括其他扫盲排列，如多元文化扫盲、多元扫盲、全球化扫盲、数字扫盲、移动素养、数据素养和高素养。此外，它提出了如何将扫盲纳入学校课程并在小学和中学环境中教授。它提出了三种扫盲教学模式（独立模式、注入模式和横切模式）。最后，鉴于不断发展的读写能力，本文描述了学习者不断变化的性质和教师角色的变化。