The notion of digital literacy is rapidly gaining coherence and visibility as a major focus in UK universities and more widely in Europe for a cluster of non-subject-specific attitudes, skills and competences appropriate to digital societies. This paper argues that there is an obvious mobile component or addition to these and that this would a tactical improvement to the digital literacy agenda. A world characterised by near universal connection and movement does however pose a more serious and profound opportunity or challenge to this agenda, that of context as text and self as reader and writer. This paper reflects on a significant component of the socio-cultural context of mobile learning
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