Critical Literacy and Literacies

Serpa, Sandro; Santos, Ana Isabel

doi:10.22158/jetss.v2n1p18

Cited by 3 publications

(6 citation statements)

References 10 publications

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“…The importance of literacy in promoting sustainability in a digital society is unquestionable. It is also important for people to become being critically informed [134]. Literacy in general, and digital literacy in particular, is a powerful tool to empower individuals and to equip them with competences that will allow them to have a successful personal and professional life [206].…”

Section: Discussionmentioning

confidence: 99%

“…[125] (pp. 337 and 338, according to the European Literacy Policy Network) Given the above, it is concluded that digital literacy is, and can only be, the result of a complex process of various literacies [134], which start from literacy as a set of written information processing competences in everyday life. These competences include reading, writing and mathematics, applied to various written materials (texts, documents, graphs, figures), normally used in everyday social, professional and personal life [135].…”

Section: Digital Literacy and Inclusionmentioning

confidence: 99%

“…In conclusion, digital literacy is the result of a complex of literacies, with the consequences that this entails. At the same time, digital literacy can generate divisive digital processes that must be tackled to achieve the broadest possible social inclusion, which always implies, ultimately, critical literacy [134].…”

Section: Digital Literacy and Inclusionmentioning

confidence: 99%

“…There is a close interconnection between digitally included and educated digital citizens, social integration, information sharing and discussion and Sustainable Development Goals [6,69,70,85,134]. Lozano-Díaz and Fernández-Prados [186] advocate, in this respect, that "Educating today's digital citizens on sustainability means training them for justice and social activism, commitment and political engagement" (p. 1), for integral citizenship [181].…”

Section: Digitainability Learning Processesmentioning

confidence: 99%

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Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Sá¹,

Santos

Serpa

et al. 2021

Sustainability

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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

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Section: Discussionmentioning

confidence: 99%

Section: Digital Literacy and Inclusionmentioning

confidence: 99%

Section: Digital Literacy and Inclusionmentioning

confidence: 99%

Section: Digitainability Learning Processesmentioning

confidence: 99%

See 2 more Smart Citations

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Sá¹,

Santos

Serpa

et al. 2021

Sustainability

Self Cite

View full text Add to dashboard Cite

show abstract

“…Teachers, in negotiating critical literacy practices, certainly rely profoundly on the affordability of students' mindsets in classroom. Hence, critical literacy can be enjoyable and transformational as well as pedagogical and transgressive (Janks, 2012;Novianti et al, 2020;Serpa & Santos, 2020;Vasquez et al, 2019). Some authors deliberately highlight social issues in books for children and thus create space for critical literacy discussion.…”

Section: Findingmentioning

confidence: 99%

Envisioning Critical Literacy through Literary Work for EFL Pre-Service Teachers

Setiawan

Nurbani

2023

J.ofEngforAcad

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Teaching English seems to discredit literary works status as learning media, even though it has the inherent vigor to increase critical literacy. This is the fundamental case this research envisages to explore how literature as a bridge for critical literacy in the perspective of EFL pre-service teachers. Theoretically, this research is based on the concepts of literature, literacy, critical thinking, and EFL pre-service teachers. This research is a qualitative research. The approach used is a case study. The data in this study are responses or statements taken from several English education students who are EFL pre-service teachers. Data were taken from a discussion forum with 3 pre-service teachers as subjects. They are 7th semester students of English Language Education study program from 3 private universities in Surabaya. The technique of data is forum group discussion. The technique of data analysis is content analysis. From the analysis of the data, it results that the EFL pre-service teachers think that literary works are crucial to take portion because it can enhance the level of critical literacy through critical thinking, creativity, and open-mindedness.

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Citizen Science in the Promotion of Sustainability: The Importance of Smart Education for Smart Societies

Sá¹,

Serpa

Ferreira

2022

Sustainability

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Digital society is already a reality and is increasingly shaping many aspects of social, economic and political life, among other aspects. The concept of Society 5.0 is a proposed form of a possible political nature to fulfil this digital society through a super-smart society. Based on document analysis of articles and books on this topic, this conceptual paper aims to critically discuss some aspects of Society 5.0, such as the dimensions of digitalization and sustainability. It is concluded that Society 5.0 is not an inevitability, and that the transformations it entails, as well as its advantages, also have challenges and limitations that should be considered, such as the risk of reproducing old forms of micro, meso and macrosocial inequalities within each country and between countries and regions, and, at the same time, creating new forms of social, cultural, economic and political inequalities, among others. A critical spirit seems to be necessary in the follow-up of this Society 5.0 and for which citizen-science logic, in an interdisciplinary way, can potentially provide tools for previous and prospective analysis of its implementation. We justify the need for smart education in these smart societies as a way of contributing to responding to the pressing problem of sustainability. It is smart education in and for a super smart society.

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Critical Literacy and Literacies

Cited by 3 publications

References 10 publications

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Envisioning Critical Literacy through Literary Work for EFL Pre-Service Teachers

Citizen Science in the Promotion of Sustainability: The Importance of Smart Education for Smart Societies

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