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Critical digital literacies, data literacies and open practices

Webinar for 'Digital Literacy and Open Practice' module in City, University of London’s MA in Academic Practice

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Critical digital literacies, data literacies and open practices

  1. 1. Critical digital literacies data literacies open practices Catherine Cronin @catherinecronin @ForumTL National Forum for the Enhancement of Teaching and Learning in Higher Education #CityDLOP  10 Jan 2020 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. Thanks to Jane Secker for the invitation. Participants in this module have been exploring digital literacies and openness, so I’ll focus on a few key ideas and resources re: critical approaches to openness and critical digital/data literacies. All webinar resources are available here: bit.ly/CityDLOP-Cronin
  3. 3. Please type in the chat window… What are some examples of open practice you are currently engaged in, or are, perhaps, considering? Image: CC BY csessums
  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) @AkwugoEmejulu “
  10. 10. Critical technological consciousness… not only necessary for creating the mass demand that digital platforms and tools strive to uphold democratic principles but also for creating a body politic capable of recognizing the often- overlooked ways software can alternately impinge or advance democratic freedoms and steering them accordingly. Given the universality and urgency of political issues related to digital tools and platforms, we should recognize the cultivation of critical technological consciousness as a core responsibility of educational practices today. Erin R. Glass (2018) @erinroseglass “
  11. 11. www.technologyreview.com/s/611806/how-social-media-took-us-from-tahrir-square-to-donald-trump/ Zeynep Tufekci @zeynep
  12. 12. Internet Health Report (Mozilla): https://internethealthreport.org/
  13. 13. 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) @hypervisible “
  14. 14. http://unboundeq.creativitycourse.org @UnboundEq 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)
  15. 15. Equity, Diversity and Inclusion in Pedogogy and Practice https://www.queensu.ca/hreo/onedi
  16. 16. Image:CC0BY-NCJamesKirkpqtrick
  17. 17. Engaging in open practice is: Complex Personal Contextual Continually negotiated Cronin (2017)
  18. 18. 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.
  19. 19. #OER20 conference: Care in Openness 1-2 April London, UK oer20.oerconf.org
  20. 20. Image: CC0 Grant Czerwinski If we lived in a democratic state our language would have to hurtle, fly, course and sing, in all the undeniable and representative and participating voices of everybody here. We would make our language conform to the truth of our many selves and we would make our language lead us into the quality of power that a democratic state must represent. June Jordan (1987) “
  21. 21. 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 “
  22. 22. Thank You! Catherine Cronin @catherinecronin catherinecronin.net @ForumTL teachingandlearning.ie Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain)

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