CRITICAL LITERACY LEARNING WITH MULTIPLE DIGITAL SOURCES

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.