(Journal Article) Weninger, Csilla creator text UK :Oxford University Press , April 2023 monographic eng

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197–206p. Abstract: Digital literacy is high on the educational agenda in many countries as it is seen as an essential attribute of a discerning citizenry and a competitive workforce. A host of frameworks and conceptualizations have been proposed—both from scholars and from transnational organizations—for the curricular implementation of digital literacy in educational institutions. While there seems to be consensus on what digital literacy is, what has received much less attention in scholarly discussions of digital literacy is the ways in which it is also, fundamentally, an ideological practice. This paper considers what it means to say that digital literacy is an ideological practice and what such a recognition means for teaching or developing it in schools, particularly in the ELT classroom. I critique the prevalent focus on skills and outline how we may develop digital literacy as social practice. ***______{For Hard Copy, Please visit Library.}________*** digital literacy| ideology| classroom pedagogy| literacy as social practice| multimodality 0951-0893 https://doi.org/10.1093/elt/ccad001 https://doi.org/10.1093/elt/ccad001 240408 20240408082641.0