Hybrid Literacies in a Post‐hybrid World: Making a Case for Navigating

Abstract

This chapter reviews the concept of hybrid literacies by drawing on various theoretical perspectives and empirical studies that have examined or contributed to the conceptualization of literacy practices as hybrids of many different ways of knowing, expressing, and representing meaning. Several questions arise, for example, in the pursuit of research on hybrid literacies. The chapter offers an expansion of the concept of hybridity by considering the idea of navigating or navigations as a replacement for hybridity in the thinking about literacy learning, practice, and development. With navigations as a working metaphor, it then turns to the question of what it might take to study and teach navigations.

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