POSTSCRIPT The Many Faces of Digital Literacies: moving forward

The breadth of discussion presented in this special issue reflects the complexity and multiplicity of digital literacies. The different vantage points of the contributors have allowed them to examine but a small area of interest in digital literacy, and to begin tackling complex and intriguing questions about the nature of digital literacies, the impact of digital technologies on how we read, write, perform, and socialize, and what digital literacies might look like in the classroom. A year later, looking at the resulting contributions by a number of Digilit participants, I am left to wonder whether we have more questions about digital literacies than we have answers. The nature of this emerging scholarship is such that it allows researchers to glimpse into the future, imagine what could or should be, and reflect on the present and the future from our positions of scholars and citizens of a new digital universe. As I reflect on the contributions to this special issue, I am pondering the most fundamental question: what are digital literacies, and how does the scholarship in this volume contribute to an understanding of digital literacies? The diversity of the vantage points presented in this volume reflects the complexity of the issue at hand: how we understand literacy from social, educational, political, cognitive, and linguistic points of view. The resulting kaleidoscope of ideas presents