Literacy Education in the Post-Truth Era

The Pedagogical Potential of Multiliteracies

Dados Bibliográficos

ID21729992
AutoresLana Parker (0000-0002-7032-3652, University of Windsor), Kristy Smith (0000-0003-3920-3502, York University)
Ano2022
Volume24
Fascículo2
Páginas198-215
Data de publicação2022-08-19
Open AccessSim
TipoARTICLE
PeriódicoThe Australian Journal of Language and Literacy (JOURNAL)
Identificadores do periódicoISSN: 1038-1562 • E-ISSN: 1839-4728
EditoraUniversity of Alberta Libraries (PUBLISHER)
DOI10.20360/langandlit29577
OpenAlexW4292348738
IdiomaEN
Referências citadas12

Current literacy curriculum often reflects an emphasis on traditions of print literacy. This focus is a concern in the post-truth era, as youth engage in diverse meaning-making practices that shape their habits as consumers and producers of information. This in-depth case study investigated the in-class and at-home online behaviors of high school students. We find that even when explicit learning about ‘research’ occurred in class, students are lacking sense-making strategies in their personal online engagements. We also find that curriculum relies on tradition with very little recognition of (multi)literacies as socially constructed and that teachers desire more professional development and guidance about how to engage these literacies more holistically

Curriculum · Information literacy · Literacy · Mathematics education · Media literacy · Pedagogy · Sociology · Computer Science · Impact of Technology on Adolescents · Literacy, Media, and Education · Psychology · Social Media and Politics

Ferramentas

Abrir DOIOpen Access