Developing Teachers’ Critical Digital Literacies
Isabella Bruni explains the Information Literacy dimension from the DETECT project framework.
The Critical Digital Literacies framework for educators aims to capture the various dimensions and sub-dimensions of critical digital literacies which are vital for educators and students living, teaching and learning in a digital world.
Read the Framework here.
These educational tools for students aim at raising awareness on the violent contents of media and promoting civic engagement and media/digital literacy. They have been developed under the project e-EAV (e-Engagement Against Violence), supported by the DAPHNE-programme 2012-2014.
About the project
“The project looked at the pronounced populist and racist movements and groups in seven European countries, i.e. Austria, Belgium, Bulgaria, France, Italy, Great Britain, Slovenia.
The project analysed media and their use by populism actors. It looked into communication strategies of movements and their messages directed against “the Other”. The aim was to contribute to empowerment of youth and of teachers in counteracting racism”
This is a visual resource that teachers and students can use to deepen the theme of misleading information type. This infographic offers a useful classification, indicating also the characteristics of these information and their impact. This resource has been developed by EAVI – the European Association for Viewers Interests. It is an international non-profit organisation in Brussels that promotes media literacy in the perspective of active citizenship.
This resource is a learning object based on technology H5P and could be implemented in any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Information Literacies. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Online inquiry process for the secondary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.