NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1197079
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2079-8245
Are We Teaching Critical Digital Literacy? Grade 9 Learners' Practices of Digital Communication
Mnyand, Lutho; Mbelani, Madeyandile
Reading & Writing: Journal of the Reading Association of South Africa, v9 n1 Article 188 2018
South Africa's communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at home advances literacy achievement. Drawing on insights from cultural historical activity theory and multimodal social semiotics, we discuss the nature of learners' digital resources at home and how these resources could be meaningfully and critically used to advance literacy. Data were collected from Grade 9 learners in two King Williams Town schools in the form of questionnaires, focus group discussions, informal Facebook-Messenger conversations, one-on-one interviews with teachers and lesson observations. The analysis of data shows that many learners in this study are becoming digitally literate, irrespective of their socio-economic status or rural--urban location. However, digital literacy does not seem to be used as a base to advance literacy as advocated in the new curriculum and assessment policy statements.
AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A