<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>University teaching, particularly teaching with and about digital technologies, can play a role in developing and expanding open literacies. At the same time, we face a range of challenges as teachers. The managerial focus on measuring and quantifying teaching and learning outcomes within academia often works against the evidence on pedagogical best practice. Despite claims made about ‘digital natives’, we find that students of all ages frequently have difficulty sorting through the mass of information available online. It is not enough, as teachers, to simply provide content to students, or even to ‘engage’ students through gamified learning and other digitally supported teaching methods. To effectively support open literacies within university education we need to question institutionalized practices, including commitment to discipline canon and to a depoliticized, depersonalized approach to teaching. In order to be effective, I argue that our pedagogies must be diverse, context-dependent, and reflexive.</p></abstract>

University teaching, particularly teaching with and about digital technologies, can play a role in developing and expanding open literacies. At the same time, we face a range of challenges as teachers. The managerial focus on measuring and quantifying teaching and learning outcomes within academia often works against the evidence on pedagogical best practice. Despite claims made about ‘digital natives’, we find that students of all ages frequently have difficulty sorting through the mass of information available online. It is not enough, as teachers, to simply provide content to students, or even to ‘engage’ students through gamified learning and other digitally supported teaching methods. To effectively support open literacies within university education we need to question institutionalized practices, including commitment to discipline canon and to a depoliticized, depersonalized approach to teaching. In order to be effective, I argue that our pedagogies must be diverse, context-dependent, and reflexive.

Teaching Open Literacies

Cultural Science

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Teaching Open Literacies"}

University teaching, particularly teaching with and about digital technologies, can play a role in developing and expanding open literacies. At the same time,...

Teaching Open Literacies

Article Category: Research

Publié en ligne: 23 déc. 2020

Pages: 36 - 43

Reçu: 12 nov. 2020

Accepté: 12 nov. 2020

DOI: https://doi.org/10.5334/csci.144

Mots clés
open literacy, pedagogy

© 2020 Sky Croeser, published by De Gruyter

This work is licensed under the Creative Commons Attribution 4.0 International License.

Teaching Open Literacies

Article Category: Research

Publié en ligne: 23 déc. 2020

Pages: 36 - 43

Reçu: 12 nov. 2020

Accepté: 12 nov. 2020

DOI: https://doi.org/10.5334/csci.144

Mots clésopen literacy, pedagogy

© 2020 Sky Croeser, published by De Gruyter

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
open literacy, pedagogy