You Can't Have a Digital Revolution Without Critical Literacy.

Abstract

In working with new teachers and teacher candidates in teacher education with the many demands placed upon them, it makes sense to combine a number of learning goals. The following article examines the idea that literacy, technology, and subject curriculum goals are a powerful combination. Indeed, critical literacy with a stress on inferring, is a necessary component of sound use of the internet for source-based history. This article presents two simple but powerful templates for analyzing sources followed by examples of a key literacy orientation for busy teachers to use both on line and face-to-face in classrooms from grades 7-12. It concludes with a research agenda in the form of some key questions for some of the unexamined issues in the integration of critical literacy and information technology in the history classroom.