Pre-Service Teachers’ Critical Digital Literacy Skills and Attitudes to Address Social Problems

Jordi Castellví, María-Consuelo Díez-Bedmar and Antoni Santisteban
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Jordi Castellví: Department of Language, Literature and Social Sciences Education, Faculty of Education, Autonomous University of Barcelona, Bellaterra, 08193 Cerdanyola del Vallès, Spain
María-Consuelo Díez-Bedmar: Department of Science Education, Faculty of Humanities and Educational Sciences, University of Jaen, 23071 Jaén, Spain
Antoni Santisteban: Department of Language, Literature and Social Sciences Education, Faculty of Education, Autonomous University of Barcelona, Bellaterra, 08193 Cerdanyola del Vallès, Spain

Social Sciences, 2020, vol. 9, issue 8, 1-11

Abstract: The emergence and expansion of social networks in the digital age has led to social transformations that have a great impact within the field of education. Teacher-training programs face the challenge of preparing future teachers to critically interpret digital media. They must succeed in this if we are to develop citizens who are well informed and reflective, which then raises the question: Are future teachers critical thinkers? This study took third- and fourth-year students of primary education (n = 322) at five Spanish universities and explored their capacity for constructing critical discourses. It examined how well they can analyze and discuss information from digital media on social problems like poverty, economic crises, social justice, and the media. Its findings reveal that future teachers have difficulty in putting together critical discourses based on information from the Internet on social problems. Those who have doubts, compare, analyze, and reason are the minority.

Keywords: critical digital literacy; social problems; pre-service teachers (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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