Written by: Jenna Condie, Luigi Di Martino, Benjamin Hanckel, Thilakshi Mallawa Arachchi, & Bhavya Chitranshi

Abstract: Given the complexities and inequities of our digitised lives, many educators are developing technology curricula with an orientation towards social justice outcomes. Our pedagogical goals are to centre issues of digital inequalities, power, and social justice in curriculum about digital technologies. To do this, we use ‘identity’ as a conceptual lens and narrative for students to critically examine digital technologies. Drawing on a duo-ethnographic method, we examine the development of our ‘Digital Identities’ curriculum over an eight-year period, which encompasses teaching practices that make visible and aim to challenge the inequalities and inequities perpetuated by digital technologies and systems. A ‘pedagogy of digital identities’, we argue, positions students to explore the implicit assumptions embedded in technological design, reflexively consider their own digital identities, practices, and experiences of power, as well as (re)consider the socio-technically (un)just implications of our digitalising society.

Keywords: identity; power; digital technologies; pedagogy; socio-technical justice

Written by: Mary F. Rice & JuliAnna Ávila

Abstract: The purpose of this article is to conceptualise the teaching of online information evaluation through a technofeminist lens. This lens draws on work on entangled relationality in intra-activity, interconnectedness, materialities, and agencies while questioning the human/non-human binary. We provide a rationale for setting a research agenda about teaching online information literacies as spaces where technologies and literacies represent indistinguishable fluid ecologies. To achieve our goal of positioning the technofeminist perspective on the practice, research, and policy landscapes of online information evaluation, we focus on three broad perspectival attunements in thinking about online information evaluation as a concept. To illustrate these shifts, we draw on a curricular unit where preservice teachers are asked to interrogate the cultural appropriation of Indigenous design alongside online source evaluation.

Keywords: technofeminism, online information evaluation, cultural aspects of online information, new materialism, cultural appropriation

Written by: Diane R. Collier - Brock University, St. Catharine’s, Canada

Abstract: Researching online is often assumed to be difficult, distant, and flattened. Building relationships with young children is often said to be best done in person. This paper traces relations and events between a researcher working remotely from home with young children and their teacher working on photographic literacies in their classroom. The ways in which relationships emerged and were enacted are discussed. Thinking beyond narrow definitions of literacy to literacies, the analysis builds on Latour’s network of relations as used in Brandt and Clinton’s literacy-as-action to think about how literacies travel and engage with human and nonhuman actors. Framing literacy-as-event as proposed by Burnett and Merchant emphases how literacies can be playful, unpredictable, and emergent. While ‘following the iPad-baby-Diane,’ this paper shows how children improvised and played with metaphors and the researcher and built care and connection while performing literacies in online digital spaces. Relational online research was enacted as children were imitating and ‘becoming-with’ a distant researcher. Considering tools and innovative digital literacies practices as embedded in assemblages, it is possible to see intimacies and imagine literacies-as-relations across material and digitised spaces.

Keywords: relational research, assemblage, literacies, becoming, intimacy, iPads, online research, digital literacy