Abstract
Technology has revolutionized the way we produce and exchange information and developed new modes of communication and socialization. Implicated in relations of power, these digitally mediated practices are not ideologically neutral. They shape the representation of meanings and identities, the circulation of knowledge, the construction of social networks and formations, redefining notions of private and public space, while privileging and marginalizing ideas, cultures, and people. As technology increasingly becomes an integral component of learning, this chapter asserts that learners must develop a critical digital literacy to become more aware of how power operates in digital spaces, shaping ways of thinking and doing that are implicated in social and cultural reproduction. By sharpening this critical lens, learners equip themselves with the capacity to examine linguistic and nonlinguistic features of digital media, their biases and assumptions, in order to verify information and access the truth.
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Darvin, R. (2017). Language, Ideology, and Critical Digital Literacy. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02328-1_35-1
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DOI: https://doi.org/10.1007/978-3-319-02328-1_35-1
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Language, Ideology, and Critical Digital Literacy- Published:
- 28 March 2017
DOI: https://doi.org/10.1007/978-3-319-02328-1_35-2
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Language, Ideology, and Critical Digital Literacy- Published:
- 15 February 2017
DOI: https://doi.org/10.1007/978-3-319-02328-1_35-1