ABSTRACT
This chapter reviews research on digital technology and digital literacies in the education system in Canada. It reviews empirical research and educational policy documents on digital literacies and technologies, detailing the shifting policy patterns in response to literacy skills needed in the contemporary workforce and our everyday lives. The chapter then moves on to discuss current research and pedagogical trends that have developed as a result of increased emphasis on promoting digitally mediated practices at school and in the workplace. Drawing on research in Canadian classrooms, the chapter highlights the varied policies on digital literacy across diverse educational contexts, and the resultant embedded economic, racial, ethnic, contextual, linguistic, curricular, and pedagogical disparities. The chapter concludes with recommendations for infrastructure, resource and instructional support designed to bridge policy and practice, and develop digital literacy competencies and knowledge.
