The contributors to this edited book examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. How has the increasing ubiquity of digital literacies in and out of school affected our definitions of critical literacies? And how have our ever-changing perceptions of critical literacies affected how we define, teach, and engage in digital literacies? We believe that there is crucial work to be done at these intersections, work that builds upon the extensive bodies of critical and digital literacies research.
Included in this text is a chapter composed by a team of researchers from the University of Minnesota: Cynthia Lewis (Emma Birkmaier Professorship in Educational Leadership), Candance Doerr-Stevens (PhD candidate in Literacy), Jessie Dockter Tierney (PhD candidate in Literacy), and Cassie Scharber (LTML Co-Director). The research shared in this chapter examines media practices as urban high school students partnered with a multinational firm to use media content to market their own school.
Lewis, C., Doerr-Stevens, C., Dockter Tierney, J., & Scharber, C. (2012). Negotiating identities in the market economy: An analysis of critical literacy and media production. In J. Avilia & J. Zacher Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges (pp. 179-196). New York: Peter Lang.