3. SOME PEDAGOGICAL NOTIONS FOR LEARNING WEB LITERACY

3.5. CONCLUSION

As we argued in the beginning of this chapter, the optimal goal of learning is autonomy. The optimal goal when thinking about web literacy in the light of autonomy would probably be something like becoming autonomous, creative and critical user of the web. This, then again, has to do with all the three areas of web literacy presented in chapter 2.3: the actual concrete skills, content knowledge of the characteristics of the medium as well as metacognitive knowledge of oneself as a user of that medium.

Netro, however, is not built to support the whole process, but it is rather a beginning of a journey. We focus on raising awareness on aspects of web literacy and building metacognitive knowledge so that the passengers can become more autonomous in their learning of web literacy. It would be irresponsible to claim that travelling through the learning space Netro you will become web literate. What we aim at is an awareness of what web literacy might be.

To conclude the theoretical framework for the learning space Netro, it is useful to once more repeat the goals of this all. Netro gives its passengers an experience of working on-line, collaborating with others, and working towards new knowledge, the concept of web literacy. This kind of social practice is easily related to Scardamalia and Bereiter 's (1994, 1999) notions of lived-in-world experiences supporting the learners in the knowledge society.

As to the concept of web literacy, the passengers of Netro are seen as becoming more and more aware of the medium and themselves as users of this medium, which is the first step towards autonomous managing of the web.

We will not discuss Netro in more detail in this section but will now move on to introduce the actual learning space. In the following chapters we will reflect on the theoretical premises of the learning space as we guide the readers through Netro and elaborate on the goals and procedure of the learning space in relation with presenting the module in a more detailed form.