Digital Literacy in Religious Studies

Digital Literacy in Religious Studies

Stefanie Sinclair

     The author identifies the role in which digital technology is influencing and informing Religious Studies.  The observation that digital technology is effectively used as part of a blended pedagogical practice illustrates that traditional learning still maintains a relevant place in higher education.  The author identifies the consideration that technology integration is more about how it can be used to enhance existing teaching and learning practices.  The paper considers the need for guiding students in developing a skill set that allows them to effectively access, evaluate, communicate information and collaborate to share the digital content.  I feel that one of the contemporary issues faced with technology integration into the classroom is how to use it beyond fact finding and social information exchange.

     The current technology is often seen as best serving the classroom to support traditional classroom pedagogies.  The article focuses on the scholarly challenges of students accessing and evaluating online information for scholarly applications.   For scholars in Religious studies the emphasis of the “ability to read and use texts both critically and empathetically, while addressing such questions as genre, content, context, perspective, purpose, [and] original and potential meaning” (Sinclair 2013) are analog skills that are being adapted and applied to digital literacy skills.  Digital literacy for scholars is one component to a larger pedagogical framework that involves technology.  The article neglects to fully develop how digital technology will inform pedagogical practices in religious studies classrooms.

Digital technology integration into the classroom, in particular mobile devices such as tablets, phones and laptops, can create new learning atmospheres that go beyond just scholarly digital literacy. Innovative and unconventional was to structure a lessons and learning environments are possible with mobile devices.  By integrating new pedagogical models for mobile device integration, student centered constructivist learning environments engage and encourage peer to peer collaboration.