Critical digital literacy of future teachers in the Twitter Age (La alfabetización crítica digital del futuro profesorado en tiempos de Twitter) (La alfabetización crítica digital del futuro profesorado en tiempos de Twitter)

Abstract

red sobre temas controvertidos. Son una minoría aquellos que dudan, contrastan, analizan y argumentan de manera crítica.

Pre-Service Teachers’ Critical Digital Literacy Skills and Attitudes to Address Social Problems

“…The results obtained are in line with those of the Stanford History education group (McGrew et al 2017;Wineburg et al 2016), whose report goes so far as to call them devastating. The results are also in line with those obtained in other research studies with pre-service teachers (Santisteban et al 2020) and with secondary school students (Castellví et al 2020b). These low scores could be attributed to the fact that (1) education, at any level, mostly provides students with uncritical skills that have the appearance of being politically neutral; (2) the spaces of socialization such as the Internet or the media could have bigger impact on people's opinion than formal and non-formal education; (3) political discourses evoke emotions (Castellví et al 2019), which are powerful tools to spread ideas without making a critical reflection about them.…”

“…The cultural changes brought by the digital age place us in a digital world that is challenging for schools. It is a matter of urgency for teachers to be trained in CDL (Garrett et al 2020;McDougall et al 2018;Meehan et al 2015;Santisteban et al 2020;Schwartz 2001) so that they can design educational interventions and develop alternative curricular materials, going beyond the mere use of technology as a teaching resource and holding texts and narratives up to scrutiny from all angles.…”

Young people confronting the challenge of reading and interpreting a digital world

“…This author predicted in the 1960's that we would enter an era in which the power of screens would rule over public life, and where spectacle would prevail over information. This thesis is correct for various scholars (e.g Eco, 1998;Kellner, 2005;Ross, 2013;Santisteban et al, 2020), who do not consider that we live in the information society, but in the spectacle society. Fake news and post-truth politics are relatively recent phenomena and are strongly related to the proliferation of the social and digital media, and the power of corporations, political parties and other social agents to exploit them for their own benefit in morally questionable ways is a reality.…”

The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US

“…By doing this, our aim was not to focus on the particularities of each country nor to make any comparison, but to gain a broader view of the topic from multiple perspectives. We also selected scholars who had long professional records of education for democratic citizenship and, in particular, who have shown in their publications a concern regarding the rise of populisms (e.g., [7,[85][86][87][88]) and the issues of emotions and digital media in democratic education (e.g., [53,89,90]).…”