Digital Pedagogy Lab PEI: Digital Literacies

Digital Pedagogy Lab PEI: Digital Literacies

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Digital Pedagogy Lab PEI:


We cannot develop students’ digital literacies without developing those of educators, as models and mentors. Digital skills focus on what and how, while digital literacies consider why, when, who, and for whom, as well. This track focuses on the development of participatory, networked literacies that enable collaboration, contribution, and critical sense-making within information abundance. It fosters a critical orientation toward tools, portfolios, and digital presence within networks. Participants will discuss and experiment with various technological tools from the chalkboard to moveable chairs, computers, mobile devices, social media platforms, and learning management systems. Individual sessions and workshops will focus on teaching philosophies, discernment practices for using digital tools in courses, emergent learning, digital composition, and discussions of the impact of the digital on traditional and critical pedagogies.


  • To explore concepts, communication structures, educational practices, and technological tools that enact digital forms of knowledge and engagement while still foregrounding human flourishing
  • To unpack the binaries – “real life”/classroom, public/private, personal/professional, good/bad, online/offline – that permeate our cultural expectations of (digital) scholarship, (digital) pedagogy, and (digital) learning
  • To create hands-on experiences that enable educators to increase their confidence and capacity to integrate technologies into teaching and learning with meaning and critical purpose


Sean Michael Morris is the Director of Digital Pedagogy Lab and Hybrid Pedagogy. He is also an Instructional Designer at the Office of the Associate Provost for Digital Learning at Middlebury College. He is interested in the practice of critical digital pedagogy as a social movement and has helped to build Hybrid Pedagogy‘s educational outreach experiments — namely MOOC MOOC and Digital Writing Month — with this in mind. He identifies strongly with the post-digital, and he learns, teaches, and theorizes from a contemplative perspective. You can follow him on twitter @slamteacher or on the web at

Bonnie Stewart is an educator and social media researcher fascinated by who we are when we’re online. Bonnie has spent the last 15 years exploring the intersections of knowledge and technologies, and currently researches networked scholarship, networked influence, and the implications of ‘open’ for higher education. Published in, The Guardian UK, and Inside Higher Ed, Bonnie has been involved with Massive Open Online Courses (MOOCs) since their early days in the Canadian wild, and teaches technologies, literacies, communications, and adult learning principles at the University of Prince Edward Island. She does her best thinking aloud, on Twitter, as @bonstewart.


  1. Maha Bali, “Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both”
  2. Kate Bowles, “Content, It’s Us”
  3. Howard Rheingold, “Technology 101: What Do We Need to Know About the Future We’re Creating?”
  4. Audrey Watters, “The Web We Need to Give Students”
  5. Alex Reid, “Laptops, Classrooms, and Other Matters of Electrate Concern”