Abstract
Many educators teach students digital literacies in undergraduate writing courses. One type of literacy, critical digital literacy, offers student learning opportunities by applying Hutchinson and Novotny's critical digital literacy as method. In this article, through the application of critical digital literacy, the authors present aspects of a course design and extracurricular projects on how to identify, understand, and respond to online surveillance and privacy erosion. They present four tactics of response educators and students can use in courses as part of an overall course, major assignment or activities. Based on the pedagogical findings, the authors suggest educators adopt critical digital literacy as a framework.
Published Version
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