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Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story

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  • Alex Noble

    (Cape Peninsula University of Technology, South Africa)

  • Daniela Gachago

    (University of Cape Town, South Africa)

Abstract

The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to disrupt common narratives through their creative yet personal engagement with the past and the present.

Suggested Citation

  • Alex Noble & Daniela Gachago, 2022. "Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 14(3), pages 1-19, July.
    • Handle: RePEc:igg:jmbl00:v:14:y:2022:i:3:p:1-19
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