Digital Literacies practices in the English language classroom

Globalization is an ongoing phenomenon that affects the world. From the third globalization, digital technology is being developed (KALANTZIS; COPE, 2006). One of them, the internet, is to be highlighted due to its increasing use. In this context, filter bubbles, that is, the personalization of content based on users’ previous access, emerged. They prevent users from seeing different perspectives by only showing what they already believe in and like, but living with difference is crucial in this diverse world; schools are one of the institutions responsible for teaching that. Therefore, this paper aims to discuss the work with digital literacies in English classes through the analysis of a lesson plan about filter bubbles. The bibliography underlying this study includes works of authors such as Lankshear and Knobel (2006), Santaella (2018), and Selwyn (2014). This is a qualitative and bibliographic research based on action research (BURNS, 2015; PAIVA, 2019). Finally, I conclude that training students to deal with particular social practices online does not meet the goals of the digital literacies theory; instead, teachers should encourage them to reflect and distrust, so they can do it in any context. Also, the lesson plan succeeds in showing students that they are affected by filter bubbles both in online and offline environments, but it fails at highlighting the danger of being surrounded only by people who share your ideas.