In our reading of Literacy in the New Media Age by Gunther Kress, we found Kress’ definition of “literacy” to be both viable and lacking. Kress implies that literacy is both a resource (or knowledge) and a skill in the use of that resource (that knowledge). He is adamant that literacy isn’t an abstract concept that can be used with any given prefix (Unlike, for example, James A. Inman who defines computer literacy, information literacy, cyborg literacy, etc., as unique and relatively unrelated entities from a type of standpoint theory where literacy is contextually and situationally defined). For Kress, literacy is a social construct specific to the English language; literacy only exists because a social group says it does. We feel Kress’ view of literacy lacks a third component, an issue of “value.” Because literacy is a socially constructed concept, we argue that including “value” in this definition changes literacy to critical literacy and completes—what may have been—Kress’ intended meaning. To prove our theory, we have made three short films. Inspired by the mediated content of Kairos, we have chosen to use film and film theory as a means with which to express our claim.

Film One
Film One is experimental. It is literate because it rejects film convention for a purpose—even though that purpose may not be clear to either the makers or viewers of the film. For these reasons, Film One has value.




Film Two
Film Two is functionally illiterate. It does not employ the conventions of film nor does it reject them. It has no narrative and displays no knowledge of technical skill necessary for literacy within the field of filmmaking. However, it has value. It may make someone laugh or be scared; because it may evoke a response (because someone may love it or hate it), it has value. In a sense, Kress recognizes this expression of value when he discusses ways of thinking about resources and their use and users as "potentials." But he never ties this to his articulation of literacy. If literacy recognizes potential then it has a value component.




Film Three
Film Three is literate. The knowledge of film theory and technical skill were used to make it literate. It has value.




Conclusion
Given the definition of literacy provided by Literacy in the New Media Age, we believe that Kress doesn't leave room for Film Two. If the concept of literacy is something decided upon by social groups, then we believe that there is a certain subjectivity to literacy that has to be recognized. We believe this is expressed through "value," where "value" is defined as the potential to affect an audience. The purpose in recognizing the "value" component in literacy is that it allows for a new perspective within our understanding of literacy for individual experiences. We may not like Film Two because it does not contain the artistic and technical skills necessary for the agreed upon expression of literacy within the filmmaking field. But, it has potential to say something to someone, so it has value. If we try to understand what someone might see in the film, we are presented with a new perspective within which to look at our own understanding of film. When we include "value" in Kress' definition of literacy, we recognize the concept as a social construct and a tool of critical thinking.