How to Use Parody and Humour to Teach Digital Literacy

How to Use Parody and Humour to Teach Digital Literacy

Luis Pereira (Coventry University, UK)
DOI: 10.4018/978-1-5225-3417-4.ch005
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Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.
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Discussing The Concept Of Digital Literacy

The Digital Literacy notion is not new, dating back to at least the 80’s (Buckingham, 2008). It is a plural concept (Papaioannou, 2011), polysemic (Junge & Hadjivassiliou, 2007) and evolving (Rosado & Bélisle, 2006), and intersects with other areas or other literacies that are nearby (Pérez Tornero, 2004a, 2004b, Buckingham, 2008). Some authors, like Lankshear & Knobel (2006; 2008), suggested that we should use the plural, 'digital literacies', to highlight this diversity.

This is one of the reasons why there is a lack of consensus around this concept, potentially generator of mistakes and leading to very different strategies, taking into account the starting point and the goals established by different institutions. It is therefore important to deepen different actors’ understanding about the fundamentals and the dimensions in which the digital literacy tries to operate, as well as the field and their agents.

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