In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate writing and reading technologies. He argues that that the bodily gestures and disciplines that constitute (elementary) literacy give rise to a particular space of experience, which comes down to a heavily embodied, first-hand sense of what it means to be able to produce script. Vlieghe contends that the advent of digital writing and reading technologies implies a fundamental shift in this sense of ability, and that in order to understand digital literacy we need to take into account the technosomatic aspects of learning to read and write with digital media (a dimension that is absent from the way in which the New Literacies movement approaches the phenomenon of digitization).

中文翻译：

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阅读和写作的学校机构：技术视角

乔里斯·弗利格（Joris Vlieghe）在本文中捍卫了这样一种观点，即阅读和写作技术不仅仅是支持教育的工具，他们认为这些技术本身决定了教育的意义，并在很大程度上形成了主体性。Vlieghe扩展了从媒体理论中获得的见识，利用Bernard Stiegler的工作来开发读写技术启动的“技术学”解释，即，该视角放大了如何操作写作和阅读技术的物理维度。他认为，构成（基本）识字的身体姿势和纪律会产生特定的体验空间，这归结为对能够产生剧本意味着什么的高度具体化的第一手感觉。