This article focuses on the theoretical development of a relational and critical perspective of new literacies/digital literacies framed by current issues in digital inclusion and technological innovation. It sets off from the notion that inclusion in late modernity is generated in a conceptual space bound by the triad inequality, difference, disconnection. Current theories and models (bottom-up and top-down) of technological innovation are looked into and are related to the inequality, difference, disconnection triad with a view to informing a critical analysis of technology-based educational innovation and, especially, the so-called Web 2.0.
New Literacies; Digital Inclusion; Technological Appropriation; Innovation
