Land-Based Digital Literacies: Indigenous-Informed Pedagogies for Relationality, Learning, and Action (Poster 12)

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

Abstract

This chapter explores intersections among digital literacies, futures thinking, and ecosystem activism to inform pedagogies for challenging unsustainable practices and environmental and social injustices, and for promoting land stewardship and ecological well-being. The authors advocate for a relational turn in digital literacies that intentionally reflects on the dynamic relationships between humans, technologies, and the Land. Informed by Indigenous Land-based perspectives on people, place, and possibilities, the authors adopt a multiliteracies perspective to argue that digital literacies can position children and youth to simultaneously learn and contribute to reimagined relationships among technological innovations and social, economic, and environmental futures. We focus a Land-based lens on two promising areas, digital storytelling and school-based community|citizen science, that illustrate possibilities for relationality, learning, and action in the face of an uncertain collective future.

Authors

• Kevin Brown, Arizona State University

• Michelle Jordan, Arizona State University

• Carlos Meza-Torres, Arizona State University