Reconceptualising critical digital literacy.
While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 37; no. 2; pp. 163 - 175 |
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| Format: | Article |
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Taylor & Francis Ltd
Apr2016
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=113082851&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 113082851 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2016 vid: 37 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 113082851 10.1080/01596306.2014.942836 ppf: 163 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 228KB tig: atl: Reconceptualising critical digital literacy. aug: au: Pangrazio, Luciana affil: Faculty of Education, Monash University, Melbourne, Australia su: Digital media Computer literacy Educational relevance Educational technology Education & society sug: subj: Digital media Computer literacy Educational relevance Educational technology Education & society keyword: critical digital literacy design literacies digital media digital practices education internet ab: While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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