Thinking critically

Although the use of internet and digital materials in the language classroom has come a long way over the last 20 years, still the vast majority of web based material that finds its way into the language classroom is used for information input or comprehension purposes. The students’ interaction with the materials is as such largely passive with the teacher controlling the suitability of the materials selected and deciding what information the students will extract from it.

But the students should become capable information literate participants in the global knowledge economy. Teachers should aim at developing of key digital literacies of their students. These include the ability to understand visually presented data, the ability to collect and analyse data using a range of techniques and survey tools and the ability to create and deliver a range of presentation types using digital media tools.

Students should also be encouraged to assess the validity, credibility and underlying bias of the information they study and be given a range of research tools and techniques for reassessing the information and evaluating how it fits within their personal framework of belief systems and values.