ABSTRACT

Resurgent social, political, cultural, and economic tensions, in part facilitated by emerging information and communication technologies, underscore the need to cultivate new forms of critical literacy in our digital age. These critical digital literacy (CDL) practices share a specific focus on navigating, interrogating, critiquing, and shaping textual meaning across digital and face-to-face contexts. In this introductory article, the guest editors overview several examples of pedagogical scholarship concerned with these practices, collectively referred to as CDL. Specifically, the guest editors frame this collection of articles in this issue around the following question: In an educational context increasingly marked by volatility and uncertainty, but also connection and creative potential, in what ways might a focus on CDL inform pedagogical theory and practice? Drawing from a variety of disciplinary perspectives and contexts, this article discusses how educators and researchers are currently addressing the nature and role of CDL in contemporary educational settings within and beyond institutions: in K-12 and higher-education classroom pedagogy, pre- and in-service teacher education, affinity spaces, the role of design and imagination, critical computation, and digital civic participation.

摘要

重新出现的社会、政治、文化和经济紧张局势，部分是由新兴的信息和通信技术促成的，强调了在我们的数字时代培养新形式的批判性素养的必要性。这些关键的数字素养 (CDL) 实践都特别关注在数字和面对面环境中导航、询问、批评和塑造文本含义。在这篇介绍性文章中，客座编辑概述了与这些实践相关的教学学术的几个例子，统称为 CDL。具体而言，客座编辑围绕以下问题构建了本期文章集：在日益以波动性和不确定性以及联系和创造潜力为特征的教育环境中，对 CDL 的关注可以以何种方式为教学理论和实践提供信息？本文从各种学科视角和背景出发，讨论了教育工作者和研究人员目前如何在机构内外的当代教育环境中解决 CDL 的性质和作用：在 K-12 和高等教育课堂教学法中，学前教育和学前教育-服务教师教育、亲和空间、设计和想象力的作用、批判性计算和数字公民参与。