U.S. Adolescents’ Race-related Digital Literacies: Toward a Critical Race Digital Literacy Approach (Poster 6)

• In Event: Crossing Boundaries and Forging New Paths in Digital Literacies Research

Abstract

Adolescents in the United States are exposed to high levels of conflicting race-related digital media daily and they need opportunities to learn to critique these. Such learning opportunities should build on the critical digital literacy skills adolescents already have and their needs given the current digital climate. This chapter will outline qualitative findings from a longitudinal mixed-methods study of U.S. adolescents’ critical race digital literacy needs and skills. Tasks were developed specifically to determine adolescents’ skills in deciphering and critiquing race-related material leading up to and during the U.S. 2020 primary election, with a particular focus on mis- and disinformation. We also administered additional tasks one year later. 1,138 Black, Latinx, Biracial, Multiracial, and white adolescents ages 11-19 participated in Wave I of this study. We describe how participants performed, including the percentage of young people who reached mastery on each task. Reporting the first and only national survey of U.S. adolescents’ critical race digital literacy skills, we identify adolescents’ current critical digital literacy needs and recommend that digital literacy researchers and program designers develop cultural competence through training in Black Studies to adequately meet their needs.

Authors

• Brendesha M. Tynes, University of Southern California

• Matthew Coopilton, University of Southern California

• Taylor McGee, University of Southern California

• Stephen M. Gibson, Virginia Commonwealth University

• Joseph E. Kahne, University of California - Riverside

• Devin English, Rutgers University