One of the problems I’ve had for a while with traditional digital literacy programs is that they tend to see digital literacy as a separable skill from domain knowledge.
In the metaphor of most educators, there’s a set of digital or information literacy skills, which is sort of like the factory process. And there’s data, which is like raw material. You put the data through the critical literacy process and out comes useful information on the other side. You set up the infolit processes over a few days of instruction, and then you start running the raw material through the factory, for everything from newspaper articles on the deficit to studies on sickle cell anemia. Useful information, correctly weighted, comes out the other end. Hooray!
This traditional information/web literacy asks students to go to a random page and ask questions like “Who runs this page? What is their expertise? Do…
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