Search results

This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies.

This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis.

The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures.

Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures.

The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

The purpose of this paper is to investigate how the measures of social distancing and home confinement have been perceived and experienced in the Italian socio-cultural context, how they reshaped everyday life and which are their social implications.

The study was exploratory and interpretative in nature and a qualitative research design was adopted accordingly. A total of 60 in-depth semi-structured interviews were conducted.

Research findings highlight the fact that the boundaries of everyday practices have been completely reframed during the COVID-19 pandemic lockdown in Italy. Informants show that scarcity of personal spaces, intertwined with the collapse of the boundaries between private and professional life, and also the lack of physical contact, resulted in a complex management of different social roles and in a stress overload.

There are no prior studies that critically analyse the lived experiences of individuals during the lockdown and the impact of home confinement on their meaning-making processes. This paper sheds light on the reframing of everyday life, thereby enhancing our understanding of a novel issue that is of primary concern for social scientists.