Abstract
AbstractThis paper examines criteria for successfully developing digital literacy skills in an undergraduate module. We analyse students’ work using concepts from the digital literacy literature, the field of digital marketing and the concept of the filter bubble (Pariser 2011). We describe the rationale for the module, the assessment process and the outputs produced by students. We then undertake an analysis of reflective blogs and other student outputs. We review key criteria that appear to be critical to successful implementation and discuss the importance of assessing critically reflective practice in authentic, constructively aligned assessment tasks.
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