This presentation explores teaching practices reported by Chilean teachers from a sociocultural perspective. These practices include digital literacies and critical thinking skills in language and literature classrooms. A case study involved three primary school teachers at Key Stage 2 (up to 11 0 12 years) with the same initial teacher training.
The teachers work at a school located in a disadvantaged area in Santiago, Chile. Each teacher was asked for a lesson plan in which they addressed digital literacy and critical thinking, and then a semi-structured interview was conducted to delve into their teaching practices and the decisions made in their lesson plan.
A thematic analysis was developed to identify emerging themes and patterns from the information collected. Preliminary findings show a closing of the gap between vernacular literacy practices and school practices developed in the proposed activities incorporating digital environments, although analogue practices tend to prevail. It is observed that teachers explicitly develop digital literacies mainly in terms of searching and evaluating information on the Internet. In addition, it is observed that critical thinking skills are associated with digital literacies, mainly in evaluating the credibility of internet sources. Finally, some challenges in incorporating digital literacies and critical thinking skills that the school could contribute are presented.
Gabriela Baez Bargellini, Pontifical Catholic University of Chile, Chile