MEDIA LITERACY THROUGH THE LENS OF DIGITAL HUMANITIES: A TRANSDISCIPLINARY STUDY

Abstract

This study supports the idea that education has to cope with a constantly changing world and the importance of developing digital and media skills among students to enable them to critically and responsibly navigate the current media environment. Accordingly, the present study aims to analyze the influence of digital humanities on media literacy and to answer the question, "To what extent does the didactic integration of digital humanities influence media literacy skills? To answer this question, the approach of action research is adopted in this qualitative study which is based on observing two primary classrooms in Morocco. In the first classroom, the teacher has implemented digital tools as didactic supports. In the second classroom, the teacher has received specific training on the socio-educational integration of digital humanities as part of implementing a previous study on digital humanities. The results show that the didactic integration of digital humanities in language classroom can positively affect media literacy skill acquisition. Moreover, to demonstrate this impact, a framework is developed in order to define a modal for integrating digital humanities to help acquire media literacy skills. Furthermore, the study highlights the importance of a reflective and integrated approach to the digital humanities in teaching to enhance media literacy and intercultural education.