Literacy Education in the Post-Truth Era: The Pedagogical Potential of Multiliteracies

Authors

  • Lana Parker University of Windsor
  • Kristy Smith York University

DOI:

https://doi.org/10.20360/langandlit29577

Abstract

Current literacy curriculum often reflects an emphasis on traditions of print literacy. This focus is a concern in the post-truth era, as youth engage in diverse meaning-making practices that shape their habits as consumers and producers of information. This in-depth case study investigated the in-class and at-home online behaviors of high school students. We find that even when explicit learning about ‘research’ occurred in class, students are lacking sense-making strategies in their personal online engagements. We also find that curriculum relies on tradition with very little recognition of (multi)literacies as socially constructed and that teachers desire more professional development and guidance about how to engage these literacies more holistically.

Author Biographies

Lana Parker, University of Windsor

Dr. Lana Parker is an Assistant Professor of Language Education at the University of Windsor. She has spent over a decade teaching and researching in GTA schools. Her research examines the intersection of literacy, democracy and ethical education.

Kristy Smith, York University

Kristy Smith is a doctoral student at York University with an interest in how literacy is taken up in various contexts.

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Published

2022-08-19

How to Cite

Parker, L., & Smith, K. (2022). Literacy Education in the Post-Truth Era: The Pedagogical Potential of Multiliteracies. Language and Literacy, 24(2), 198–215. https://doi.org/10.20360/langandlit29577

Issue

Vol. 24 No. 2 (2022): Regular Issue

Section

Articles

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