NEW FORMS OF COMMUNICATION AS CONSTITUENTS OF LITERACY: IMPLICATIONS FOR EDUCATION

New technologies, combining aspects of communication through mass media and direct “face to face” interaction, have brought new challenges to the theory of communication (and to human existence in general). The attempts to synthesize and classify visions of many theorists according to the dominant principles of their paradigms result in two respectable groups of claims, which could also be expressed by the two perspectives: utopian and dystopic. One of the most relevant issues in the discourse of these perspectives and different scientific disciplines is how the potential of new technologies is used for the development of abilities, knowledge and skills necessary for full participation in contemporary society. Following this question, the paper first analyzes the impact of developments in technology and communication on the transformation of social practices, which, in addition to undoubted high advantages, has its weaknesses. In the second part of the paper, the implications of new information and communication practices for the existing education concept are derived. As literacy is one of the key outcomes of the educational process and as it can be defined as generic communicative competence, the need to expand the concept of literacy in a time of expansion of ICT is understandable. The authors conclude that, for a successful and quality life in today's global and digital society, we need a wide range of skills - the new forms of literacy that enable effective communication and participation in the new e-culture.