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Critical digital literacies, data literacies, and open practices

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Webinar for EDM122 (Digital Literacies and Open Practice), MA in Academic Practice, City, University of London. 11 January 2019

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Critical digital literacies, data literacies, and open practices

  1. 1. Critical digital literacies data literacies & open practices Catherine Cronin @catherinecronin National Forum for the Enhancement ofTeaching and Learning in Higher Education 11 January 2019 Image: CC0 Oliver Cole
  2. 2. This webinar is a contribution to Digital Literacy and Open Practice, a module in City, University of London’s MA in Academic Practice. Thank you, Jane Secker, for the invitation. Participants in the module have been exploring digital literacies and openness this term, so I’ll focus on a few key ideas and resources re: critical approaches to openness and critical digital/data literacies.
  3. 3. ABSTRACT As educators in an increasingly digital, networked culture, we are called upon to do a herculean range of things: manage our digital identities, assess a never-ending range of digital tools (and master at least some of them), understand copyright and open licensing, publish openly, share openly, and not least, manage the continually evolving risks of all of these activities. And we support our students in doing the same. Open educational practices can provide powerful ways for us to improve educational access, enhance learning, and empower learners — but openness is not a panacea. The heart of all approaches to open education and open practices should be to develop critical digital (and data) literacies and to foster agency on the part of all learners and educators regarding whether, how, and in what contexts they choose to be open.
  4. 4. Not universally experienced Complex & contextual Requires digital capability & agency Both descriptive & aspirational Critical discourse is essential “Move from access to equity & justice” Tressie McMillan Cottom (2015) open
  5. 5. critical approaches to openness & open education critical disposition “criticism of what exists, restoring what is being lost, pointing towards possible futures; and sometimes… being criticized ourselves” (Michael Apple, 1990) critical theory a focus on the concrete operations of power and a rejection of all forms of oppression, injustice, and inequality (as in critical pedagogy)
  6. 6.  Who defines openness?  Who is included and who is excluded when education is ‘opened’, and in what ways?  In what contexts and ways do open education initiatives achieve their aims (e.g. increasing access, fostering inclusivity, enhancing learning, developing capacity and agency, empowering individuals, groups, and communities), if at all?  Could open education initiatives, in practice, do the opposite of what they are intended to do? What does that look like?  What does emancipatory open education look like? Critical approaches to openness
  7. 7. 4 dimensions shared by open educators inner circle (2 dimensions) Networked Individuals both circles (4 dimensions) Networked Educators Cronin (2017)
  8. 8. The role of higher education, and educators, is to work on nurturing digital literacies across the curriculum, taking into account the inequalities of access to opportunities to develop digital literacies before and outside of higher education, and keeping in mind the intersectionality of incoming students and how their priorities within digital literacies will differ. Maha Bali (2016) In Alexander, et al. Digital literacy in higher education, Part II, NMC Horizon Project “
  9. 9. We define radical digital citizenship as a process by which individuals and groups committed to social justice critically analyse the social, political and economic consequences of digital technologies in everyday life and collectively deliberate and take action to build alternative and emancipatory technologies and technological practices. … the cornerstone is the insistence that citizenship is a process of becoming – that it is an active and reflective state for individual and collective thinking and practice for collective action for the common good. Akwugo Emejulu & Callum McGregor (2016) “
  10. 10. www.technologyreview.com/s/611806/how-social-media-took-us-from-tahrir-square-to-donald-trump/ Zeynep Tufekci @zeynep
  11. 11. Internet Health Report (Mozilla): https://internethealthreport.org/
  12. 12. The digital divide is a noun; it is the consequence of many forces. In contrast, digital redlining is a verb, the “doing” of difference, a “doing” whose consequences reinforce existing class structures. In one era, redlining created differences in physical access to schools, libraries, and home ownership. In my classes, we work to recognize how digital redlining is integrated into technologies, and especially education technologies, and is producing similar kinds of discriminatory results. Chris Gilliard (2017) “
  13. 13. http://unboundeq.creativitycourse.org Equity Unbound Exploring digital literacies with an equity and intercultural learning focus, in an open and connected learning environment. “The only way to make borders meaningless is to keep insisting on crossing them.” (Lina Mounzer)
  14. 14. wrapping up… Image: CC0 Kira auf der Heide
  15. 15. Engaging in open practice is: Complex Personal Contextual Continually negotiated Cronin (2017)
  16. 16. open The heart of all approaches to open practices… to develop critical digital and data literacies and to foster agency on the part of all learners and educators regarding whether, how, and in what contexts they choose to be open.
  17. 17. #oer19
  18. 18. Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain) To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable. Rebecca Solnit (2004) Hope in the Dark “
  19. 19. Thank You! Catherine Cronin @catherinecronin catherinecronin.net Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain)

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