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%T How critical thinking should be at the heart of digital interactions? %A Hulin, Thibaud %J ESSACHESS - Journal for Communication Studies %N 2 %P 85-105 %V 11 %D 2018 %K critical thinking; pedagogical design; interactions; reflexivity; digital writing %@ 1775-352X %~ Université de Bourgogne-Franche-Comté FRANCE %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-61743-8 %X In this paper, we study how to teach critical thinking at the digital era, in order to promote practitioners autonomy. A theory of interactions is proposed to identify constraints that structure digital creativity. This model helps to design a critical pedagogy, by connecting without opposing a procedural approach to a reflexive one. The paper presents an implementation of this model into a course about writing on a social network. The study of activity diaries of students shows presence of objectivity forms and reflexivity forms, which reflects the development of a critical thinking. This approach offers a way to develop critical thinking not from outside, in a course of argumentation or media analysis, but within the practice itself, in order to become aware of how interfaces structure our expression and thought. %C FRA %G en %9 journal article %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info