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      Shifting landscapes of digital literacy

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          Abstract

          This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the ‘datafication of everyday life’ (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.

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          Most cited references48

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          The datafied child: The dataveillance of children and implications for their rights

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            L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet

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                Author and article information

                Contributors
                Alex.bacalja@unimelb.edu.au
                catherine.beavis@deakin.edu.au
                obriena@unimelb.edu.au
                Journal
                AJLL
                The Australian Journal of Language and Literacy
                Springer Nature Singapore (Singapore )
                1038-1562
                1839-4728
                23 August 2022
                23 August 2022
                : 1-11
                Affiliations
                [1 ]GRID grid.1008.9, ISNI 0000 0001 2179 088X, The Melbourne Graduate School of Education, , The University of Melbourne, ; Parkville, Australia
                [2 ]GRID grid.1021.2, ISNI 0000 0001 0526 7079, Office of the Executive Dean, Arts and Education, , Deakin University, ; Melbourne, Australia
                Article
                19
                10.1007/s44020-022-00019-x
                9396576
                322b668a-1000-4c43-abbd-c3e62f0f4733
                © The Author(s) 2022

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                Funding
                Funded by: Deakin University
                Categories
                Original Paper

                digital literacy education,critical digital literacies,digital citizenship,pedagogy,data literacies

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