The five resources of critical digital literacy: a framework for curriculum integration

  • Juliet Hinrichsen Educational Development Unit, University of Greenwich, London, UK
  • Antony Coombs Educational Development Unit, University of Greenwich, London, UK
Keywords: curriculum development, academic development, digital identity

Abstract

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.

Keywords: curriculum development; academic development; digital identity

(Published: 31 January 2014)

Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

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Author Biographies

Juliet Hinrichsen, Educational Development Unit, University of Greenwich, London, UK
Senior Lecturer in Educational Development
Antony Coombs, Educational Development Unit, University of Greenwich, London, UK

Senior Learning Technologist

Educational Development UnitFiv

Published
2014-01-31
How to Cite
Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21.21334
Section
Original Research Articles