Abstract
The findings from a dissertation project examining how undergraduate digital literacy courses foster students’ critical thinking skill development will be presented. Utilizing a multiple case study design, two digital literacy courses were analyzed and compared according to their course structure and instructional delivery. The novel conceptual framework exploring the interplay of digital literacy, critical thinking development, and teacher beliefs will also be discussed. This study has implications for higher education curriculum design and faculty training.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teaching Learners Curriculum
Digital Media
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