Emotion, stimulation, habit, and criticality: Learning from teachers’ multifaceted conceptions of digital reading

Abstract

The emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.

Keywords:

• Digital literacy
• online reading
• affect
• critical literacy
• stimulation
• curriculum development
• meaning-making
• literacy studies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Brady L. Nash

Brady L. Nash is an Assistant Professor of English Language Arts in the Department of Teaching, Curriculum, and Educational Inquiry and Affiliate Faculty in the Department of English. His research focuses on critical approaches to digital literacies and new technologies in the context of humanities education and the ways in which people come to understand the world through engagements with digital media.