CRITICAL LITERACY LEARNING WITH MULTIPLE DIGITAL SOURCES
- Authors
- Cho, Byeong Young
- Issue Date
- Dec-2020
- Publisher
- 경인교육대학교 교육연구원
- Keywords
- critical literacy learning; digital sources; multisource text inquiries; design of classroom literacy tasks; historical literacy
- Citation
- The Journal of Education, v.3, no.2, pp.41 - 57
- Indexed
- OTHER
- Journal Title
- The Journal of Education
- Volume
- 3
- Number
- 2
- Start Page
- 41
- End Page
- 57
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/144122
- DOI
- 10.25020/JoE.2020.3.2.41
- ISSN
- 2635-4640
- Abstract
- This article aims to discuss how students learn critical literacy when they are supported
in accessing, examining, and using multiple digital sources in school contexts. I begin with a brief introduction to research-informed perspectives on reading in the digital age and how people learn to read in new media environments. Next, I describe students’ critical literacy learning using data from a design-based study that supports youths’ inquiry of multiple digital sources for historical learning. Finally, I discuss pedagogical considerations for the design of classroom literacy tasks with multiple digital sources to promote critical literacy.
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