CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Reimagining digital literacies from a feminist perspective in a postcolonial context
Tác giả
Bali M.
Năm xuất bản
2019
Source title
Media and Communication
Số trích dẫn
9
DOI
10.17645/mac.v7i2.1935
Liên kết
Tóm tắt
Although there are many intersecting but also conflicting definitions and understandings of digital literacy, for the most part, the majority allude to critical thinking in some form or another. This article attempts to imagine a conception of digital literacy and practice of teaching digital literacy that considers a different approach to being critical while using digital technology to consume, produce and communicate. The approach builds on the feminist work of Belenky, Clinchy, Goldberger and Tarule’s (1986) Women?s Ways of Knowing. The author will also share from her own teaching experience as a postcolonial scholar teaching Egyptian students at an American liberal arts university. © 2019 by the author; licensee Cogitatio (Lisbon, Portugal).
Từ khóa
Critical thinking; Digital literacies; Digital platforms; Empathy; Fake news; Feminist critical thinking
Tài liệu tham khảo
Abdelghany Y., Final Reflection [Blog Post], (2018); Framework for Information Literacy for Higher Ed-Ucation, (2015); Adichie C.N., The danger of a single story, TED Talk, (2009); Alexander B., Adams Becker S., Cummins M., Hall Giesinger C., Digital Literacy in Higher Education, Part Ii: An NMC Horizon Project Strategic Brief, (2017); Andreotti V.D., Stein S., Ahenakew C., Hunt D., Mapping interpretations of decolonization in the context of higher education, Decolonization: Indi-Geneity, Education & Society, 4, 1, pp. 21-40, (2015); Asgharzadeh A., The return of the subaltern: International education and politics of voice, Journal of Studies in International Education, 12, 4, pp. 334-363, (2008); Bali M., Critical Thinking in Context: Practice at an American Liberal Arts University in Egypt, (2013); Bali M., Why doesn’t this feel empowering? The challenges of web-based intercultural dialogue, Teaching in Higher Education, 19, 2, pp. 208-215, (2014); Bali M., Skepticism and Trust and a Class Activity [Blog Post], (2018); Bali M., Awwad A., Halawa F., Hassib F., Khalifa J., Serogy F., Global citizenship education in a digital age: (Re) Imagining subjects and citizens, The Strug-Gle for Citizenship Education in Egypt: (Re)Imagining Subjects and Citizens, (2019); Barnett R., Higher Education: A Critical Business, (1997); Baxter Magolda M.B., Evolution of a constructivist conceptualization of epistemological reflection, Educational Psychologist, 39, 1, pp. 31-42, (2004); Belenky M.F., Clinchy B.M., Goldberger N.R., Tarule J.M., Women?s Ways of Knowing: The Develop-Ment of Self, Voice, and Mind, 15, (1986); Belshaw D., The Essential Elements of Digital Lit-Eracies, (2016); Benesch S., Thinking critically, thinking dialogically, TESOL Quarterly, 33, 3, pp. 573-580, (1999); Benesch S., Critical English for Academic Pur-Poses: Theory, Politics, and Practice, (2001); Brodin E., Critical Thinking in Scholarship: Mean-Ings, Conditions and Development, (2007); Brookfield S.D., Developing Critical Thinkers: Chal-Lenging Adults to Explore Alternative Ways of Thinking and Acting, (1987); Burnett C., Merchant G., Is there a space for critical literacy in the context of social media?, English Teaching: Practice and Critique, 10, 1, pp. 41-57, (2011); Caulfield M.A., Web Literacy for Student Fact-Checkers. (, (2017); Update: AUC Student Lied about NASA Inviting Her for ‘giant BBQ, (2018); El Rayess M., Chebl C., Mhanna J., Hage R., Fake news judgement: The case of undergraduate students at Notre Dame University–Louaize, Lebanon, Reference Services Review, 46, 1, pp. 146-149, (2018); Elbow P., Teaching two kinds of thinking by teach-ing writing, Rethinking Reason: New Perspectives on Critical Thinking, pp. 25-32, (1994); El-Sherbiny H., (2018); Facione P.A., Critical thinking: A statement of expert consensus for purposes of educational as-sessment and instruction-Executive summary, The Delphi Report, (1990); Fields A.M., Women’s epistemological development: Implications for undergraduate information literacy instruction, Research Strategies, 18, 3, pp. 227-238, (2001); Freire P., Pedagogy of the Oppressed, (1970); Habashi K., Final Reflection [Blog Post], (2018); Hobbs R., Digital and Media Literacy: A Plan of Ac-Tion, (2010); Ito M., Gutierrez K., Livingstone S., Penuel B., Rhodes J., Salen K., Watkins C., Connected learn-ing: An agenda for research and design, Irvine, CA: Digital Media and Learning Research Hub, (2013); Jenkinsjoll H., How do digital media & learning (DML) and media literacy communities connect?, Why is It Important that These Communities Work Together Towards Common Goals? Connections, (2014); Johnson L., Morris P., Towards a framework for critical citizenship education, The Curricu-Lum Journal, 21, 1, pp. 77-96, (2010); Kellner D., Share J., Toward critical media literacy: Core concepts, debates, organizations, and policy, Discourse: Studies in the Cultural Politics of Education, 36, 3, pp. 369-386, (2005); Moussa P., Final Reflection [Blog Post], (2018); Nabil N., Fake News Curation [Blog Post, (2018); Nabil N., Final Reflection [Blog Post], (2018); Noble S.U., Algorithms of Oppression: How Search Engines Reinforce Racism, (2018); Luke C., Feminist pedagogy and critical media literacy, Journal of Communication Inquiry, 18, 2, pp. 30-47, (1994); Pangrazio L., Reconceptualizing critical digital literacy, Discourse: Studies in the Cultural Politics of Education, 37, 2, pp. 263-274, (2016); McPeck J.E., Teaching Critical Thinking: Dialogue and Dialectic, (1990); Rashwan H., Final Reflection [Blog Post], (2018); Rheingold H., Net Smart: How to Thrive Online, (2012); Takayama K., Heimans S., Amazan R., Vegneskumar M., Doing southern theory: Towards alternative knowledges and knowledge practices in/for education, Postcolonial Directions in Education, 5, 1, pp. 1-25, (2016); Digital Literacy Frame-Work, (2017); Thayer-Bacon B., Transcribing and redescribing critical thinking: Constructive thinking, Studies in Phi-Losophy and Education, 17, pp. 123-148, (1998); Tufecki Z., How social media took us from Tahrir Square to Donald Trump, Mit Technology Review, (2018); Walters K.S., Introduction: Beyond logicism in critical thinking, Re-Thinking Rea-Son: New Perspectives on Critical Thinking, pp. 1-22, (1994); Yehia M., Final Reflection [Blog Post], (2018)
Nơi xuất bản
Cogitatio Press
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access; Green Open Access
Nguồn
Scopus