Mot en digitaliserad läsundervisning : critical literacy med digitala verktyg på högstadiet

Sammanfattning: In 2017 the Swedish government initiated a digitalisation process of the Swedish education system by revising the curriculums (Lgr11) to emphasise the importance of digital competence. An ambitious commitment at a national level, however leaving the schools with a great question mark regarding how the digitalisation should be implemented in real practice. Drawing on action research from a Swedish compulsory school in year 9, the present study suggests an educational design regarding on how digital tools could be incorporated into the context of critical literacy in accordance to a sociocultural approach and the TPACK-framework. Key findings are that digital tools could encourage the process of critical thinking by in particular its ability to operate as a sharing platform which enables students to interact and gain access to a diversity of multiple perspectives from the literature. Further findings also display how digital tools could be used to shed light on the democratic processes within the classroom context. These findings could be seen as a contribution to the continuing assimilation of digital tools at a local school level, for teachers to use in their everyday literacy teaching.