Dwili reimagines the classroom in response to the proliferation of open, collaborative digital media platforms and information spaces. This revision is needed because participatory online environments are redefining both what it means to engage in “writing” and strive towards “literacy.”
In our current information environment, learners engage in multi-modal inscription using words, images, video, sound, and more. Learners are constantly evaluating, using, and creating digital information in their daily lives, and still need to engage with traditional scholarly forms of information in the classroom. There is often a radical division between their experiences with information in digital and traditional forms.
By integrating digital writing and information literacy, dwili positions students as collaborative inventors capable of contributing to ongoing conversations in traditional and digital scholarly contexts. Dwili encourages students to take a critical stance toward information in all its forms by questioning the social and political implications of information creation, accessibility, and use. As students create texts in open, online formats, they are guided to question closed systems for producing and organizing information, such as scholarly publishing and the library itself. Dwili depends on the combined perspectives of students, librarians, and teachers, represented in the graphic below.