“For the master’s tools will never dismantle the master’s house” – Audre Lorde (1983) Together with a great group of colleagues, we published a piece in the special issue on Bringing Critical Media Literacy into ELA Classroom from NCTE. You can review the draft we submitted to the journal here. The full publication is embedded…
According to existing laws of war and international human rights accords, children and schools (i.e., learning environments) are supposed to be protected when in warzones. In 1949, The Geneva Convention established rules that occupying powers must “facilitate the proper working of [educational facilities]” and even provide education for children who are displaced because of war.…
The Internet is the dominant text of our generation. Millions of individuals globally use it to read, write, communicate, and participate with others. Yet, in an online space that regularly serves up spin, fake news, and shades of fiction, it’s easier than ever to consume falsehoods and spout them as fact. That’s why critical media…
In an earlier post, I presented an overview of the literature on critical literacy and how it informs my perspectives on my work, research, and thinking. This was motivated by discussions in which colleagues and students indicate that they know/understand critical literacy, and then go on to equate it with critical evaluation. I think the…
Critical literacy is one of the key perspectives that informs my teaching, research, and thinking. It informs all of the work that I do, and fundamentally impacts everything from the ways in which I view the world, to the very tweets that I send out on a daily basis. It plays a role in guiding…
In my research, I study the literacy practices of individuals in online and hybrid spaces. What this means is that I’m interested in the ways in which you read, write, and communicate online. One of the big challenges that I’ve investigated over the years is the ability of individuals to critically evaluate online information. Students…
Increasingly, students are using the Internet to obtain information about both general and academic topics. Along with this trend there is a growing concern about the dubious nature of online information, and users’ ability to validate or evaluate this information. Research shows that students are frequently deceived when viewing online content and are not able…
A central challenge for educators today is that students do not always think critically about information they encounter online. Research has raised questions about the ability of students to evaluate online information. Quite simply, many students appear not to have the evaluation skills and strategies to succeed in this environment. Apparently, students mistakenly trust information…
In a previous post I discussed my planning and thoughts around a Pecha Kucha style talk that I gave while at LRA 2013. This past year at LRA 2014, I worked with colleagues to develop a session in which we gathered a series of literacy researchers to each define our versions of “text.” Each of…
This post is part of a series of 11 posts in which we’re sharing the syllabi for all 11 courses in the Instructional Technology and Digital Media Literacy (IT&DML) program. Please keep in mind the materials we’re sharing here are the documents and specifics as approved when we initially launched the program. The “real” implementation of these…