Carolina Digital Literacy

Courtney Brady  Smile!  Student

As a senior, I joined the SITES Lab and the PIT Journal for an internship. While it is an internship and great experience, it has also widened my own knowledge about digital literature and what that means for our future. The world of digital literature is just starting and expanding rapidly!

Daniel Anderson  Daniel Anderson  Instructor

I see digital activities as a way to innovate with teaching. Best practices like creating a student-centered classroom or developing project-based learning go hand-in-hand with technology. Digital projects help create an environment that brings out the best of learning activities. Writers can more easily take risks in an atmosphere of trust.

Ben Bolling  Ben Bolling  Instructor

Before starting graduate school, I worked in marketing and public health. In both fields, I was expected to compose multimedia texts using software in which I had little formal training. So when I began working with undergraduates at UNC, digital literacy and multimodal composition were central aims of my pedagogy. In all of my composition sections, my objective is for students to build analytic and creative skills in industry standard applications including Photoshop, InDesign, and Premiere Pro so that they may be better prepared to meet the evolving rhetorical situations of the 21st century.

Tyler Easterbrook  Tyler E.  Instructor

As a PhD student working in digital rhetoric and technology studies, I aspire to instill critical digital literacy in my students: an ability to compose effectively in digital spaces with a critical eye towards digital culture. My hope is that this critical digital literacy will enable my students to become more adept digital writers and citizens.

Tiffany Friedman  Tiffany Friedman  Instructor

Expanding my own digital literacy as I experiment alongside my students on digital projects.

Alex Funt  Winchester and Alex  Instructor

I have enjoyed working with the MRC, Design Lab, and other great campus resources to support students in my courses as they have composed videos, podcasts, websites, blogs, and other digital literacy projects. I have equally enjoyed learning to use all of the tools needed to create these projects alongside the students.

Grant  Glass  Digital Literacy  Instructor

Digital literacy is paramount in moving education forward. So much of our lives depends on our phones, tablets, and computers. Every day we consume and produce digital media, and it is important to know what implications might arise out of this system. My teaching philosophy is to teach students the ramifications of using one medium over another.

Liz Shand  Liz Shand  Instructor

I understand digital literacy as part of the continuum of presenting narrative. "Digital" implies a new distinction from standard literacy, but as an instructor and as a researcher I hope to emphasize the similarities in the way that literacy is necessary across genre and medium to understand the way in which information and narratives are disseminated.

Rebecca Shores  an artifact from the Staffordshire Hoard  Instructor

Writing in the Humanities, "Stories of Chapel Hill"

Vaughn Stewart  Vaughn Stewart  Instructor

When I was in high school, I had the good fortune of taking a class on making web pages. What made that experience so rewarding wasn't just having a valuable skill of hand-coding HTML, it was having an opportunity to make something. In my classes, I try to always remind myself that students need to make in addition to reading and thinking.

Todd Taylor  Photo for Todd Taylor  Instructor

This is my story. There are many like it, but this one is mine.Click me here

Suzanne Cadwell  Photo of Suzanne Cadwell  Partner

I view digital literacy as praxis--a recursive, communicative, and reflective process. The digital artifacts that result are the work of people creating them within specific historical, cultural, and economic, and other material conditions. Some activities of this praxis include observing, envisioning, collaborating, designing, dreaming, scrapping, mashing-up, tinkering, reconsidering, reframing, retooling, provoking, and inspiring.

Malina Chavez  photo  Partner

Malina Chavez is the Program Coordinator for the Carolina Digital Humanities Initiative. She has written this in third person and finds that alone to be a testament to the importance and potential of digital humanities. She is especially interested in projects that engage the public, serve under-represented communities, and propel modes of participatory storytelling. Her role at CDHI is to serve students, faculty, and staff interested in DH @ UNC and beyond. Please contact Malina with any CDHI questions you may have.

Sites Lab  Sites Lab Profile Image  Partner

The Sites Lab has been promoting digital literacy since 1997.