Are We Teaching Critical Digital Literacy? Grade 9 Learners' Practices of Digital Communication

Autor/inn/en	Mnyand, Lutho; Mbelani, Madeyandile
Titel	Are We Teaching Critical Digital Literacy? Grade 9 Learners' Practices of Digital Communication
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 9 (2018) 1, Artikel 188 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mbelani, Madeyandile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Critical Literacy; Computer Literacy; Secondary School Students; Grade 9; Foreign Countries; Academic Achievement; Access to Computers; Socioeconomic Status; Rural Areas; Urban Areas; Informal Education; Social Media; Communication Skills; Computer Mediated Communication; South Africa + Suchen Sie Ihr Suchwort? Kritisches Lesen; Computerkenntnisse; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Schulleistung; Socio-economic status; Sozioökonomischer Status; Rural area; Ländlicher Raum; Urban area; Stadtregion; Informelle Bildung; Nichtformale Bildung; Soziale Medien; Kommunikationsstil; Computerkonferenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South Africa's communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at home advances literacy achievement. Drawing on insights from cultural historical activity theory and multimodal social semiotics, we discuss the nature of learners' digital resources at home and how these resources could be meaningfully and critically used to advance literacy. Data were collected from Grade 9 learners in two King Williams Town schools in the form of questionnaires, focus group discussions, informal Facebook-Messenger conversations, one-on-one interviews with teachers and lesson observations. The analysis of data shows that many learners in this study are becoming digitally literate, irrespective of their socio-economic status or rural--urban location. However, digital literacy does not seem to be used as a base to advance literacy as advocated in the new curriculum and assessment policy statements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01