Global technological advancement is changing information dissemination among literates and non-literates. This new development seems to be influencing the definition of literacy. The current paper discusses the changing paradigm from the old perspective of literacy to a new literacy, which is radically affecting every sphere of life, especially education. This position paper shows how this new literacy, driven by ICT (Information and Communication Technology), is shaping the character of the human being, and determining the ways through which knowledge and skills are acquired, thus influencing new expeditions of the school curriculum. This paper attempts a deconstruction of the different arguments advanced for ICT-driven literacy and education. While agreeing that some adverse effects and constraints come along with these new technologies, I am convinced that their dominance is inevitable. As such, the earlier educational stakeholders embrace this new concept and equip the learner with modern literacy skills, the better it would be for the collective benefits of instructors and learners.

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This study is on the rising patronage of mobile data in a developing economy and changes that have ensued from its adoption by a higher education institution. Studies on the growing use of mobiles in higher education exist. This qualitative inquiry advances research on developing economies by providing evidence of transformational effects on a single case. Study participants were administrators who led the adoption process. Primary data was gathered from interviews while local and international reports delivered secondary facts on rising mobile data patronage. Findings indicate that mobile data patronage is influencing its pedagogical use. Adoption has resulted in institutional changes in the form of emerged roles and arrangements. If undisrupted by technological innovations or communal group behavior, the arrangements may gain legitimacy with time. From an institutional theory perspective, mobile technology appears to be playing an agential role on the landscape of the institution. The study cautions institutions to focus on pedagogical aims in their adoption of technology.

Mobile devices are becoming vital components of human activities. An example is the use of mobile in learning which is gaining popularity in higher education. However studies that account for reasons underlying mobile learning adoption in developing countries (DCs) are limiting in existing literature. This study investigates the role of institutional elements on mobile learning adoption in a higher education institution. As a relatively young concept in Ghana, there are few studies in this area. This study seeks to address the gap. This qualitative case study is on distance education delivery at a public institution. Interviews were used to gather data. The new Institutional theory provided illumination for the study. Analysis revealed that institutional elements play different roles in the adoption process. The study recommends the pursuit of procedures that can help sustain legitimacy of m-learning in higher education.