“I Don’t Wanna Know Who Is Tracking Me” -  Critical Digital Literacy In Danish Middle-school Education

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We present a study on Danish middle-school students knowledge, awareness and experiences with online data tracking and surveillance, in relation to development of critical digital literacy. Our qualitative analysis of a three-hour workshop with 60 students in a Danish public school, suggests that while students are skilled and knowledgeable in interacting with social media and services that promote media consumption, they lack a critical awareness of online data tracking. We show that the participating students lacked critical aspects of digital literacy; little or no knowledge on online data tracking, limited vocabulary to engage in critical discussions and improper conceptual models of the Internet. Based on our insights, we present a discussion of the potential practical application of our workshop, how the studied students can be said to have developed aspects of critical digital literacy, and reflect on the limitations of our study. Finally, we discuss the importance of teaching students to develop a critical awareness of online tracking, and give them the tools to make their own reflections on the issue. Many ethical and educational issues are in need of being discussed in the CCI research community in order to empower children to think critically issues and challenges with future technological designs.
Original languageDanish
JournalEquity & Excellence in Education
ISSN1066-5684
Publication statusSubmitted - 2018

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