Critical Literacy in Digitalised Classrooms
Submitted by:
Lisa Molin
Abstract:
Due to the rapid development of digital technologies, the notion of what it is to read and write has changed. Today, digital resources bring about indefinite ways of designing and spreading information, particularly online, and anyone can potentially publish anything. The free flow of information, as well as issues of trustworthiness, become increasingly complex and taking a critical stance toward all kinds of information is more vital than ever. In a critical literacy perspective (Janks, 2010; Luke, 2012), this implies not only determining trustworthiness, but also evaluating what truth is, how it is represented, by whom and in whose interest. Moreover, it concerns understanding the role of agency and how structures of power in society may be reinforced or changed through texts.
In an ethnographic, qualitative study, Swedish lower secondary students´ critical literacy practices in a digitalised classroom were observed and video recorded. In focus are students´ activities when working with various texts, mainly provided online. The activities are framed and categorized in relation to Janks´ Interdependent model of critical literacy (2010), using the four interdependent conceptual critical dimensions described in the model: power, access, diversity and design/redesign as analytical tools.
In one part of the study, the students watched and listened to a TED-talk that dealt with issues relating to stereotype perception. The TED-talk served as a point of reference in small group discussions where the students discussed the TED-talk and positioned themselves in relation to stereotype perceptions and also talked about their agency to invoke change.
In the small groups, the students frequently refer to experiences of stereotypes associated with information provided in digital media, e.g. newsfeeds and social media. Moreover, the students argue for the importance of taking a critical stance towards information. However, they also express concerns. They claim that taking a critical stance is both complex and hard due to lack of prior knowledge, or even to personal prejudices and perceptions. A conclusion is therefore that in order for critical literacy to be exercised, students need tools and strategies to be able to take a critical stance toward information and stereotyped perceptions. Moreover, activities need to address students´ agency and their understandings of how their own and other´s positions are formed and perceived, as well as how different positions effect how texts are both interpreted and created.
References
Janks, H. (2010). Literacy and power. London and New York: Routledge.
Luke, A. (2012). Critical Literacy: Foundational Notes. In Theory Into Practice, 51:4-11. The College of Education and Human Ecology, The Ohio State University.
Biosketch
Lisa Molin (PhL) has a background as a Secondary school teacher of Swedish and English and works as a school development manager for the city of Gothenburg, Sweden. Her PhD-studies at the Department of Applied IT, University of Gothenburg, concerns critical literacy practices in digitalised classrooms. Her empirical studies has a particular focus on investigating students´ classroom activities while engaging in critical digital literacy work.