HomePublicationsTILTed PedagogySection 4 Chapter 16: Critical Autobiography for a Digital World Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Sergey Rybas and Natalia Rybas This chapter examines a reflective activity called the Critical Autobiography for a Digital World, designed for upper-level undergraduate courses in humanities and social sciences. This activity encourages students to critically discuss events or artifacts that have shaped their professional development, culminating in a multimedia product. The chapter emphasizes the activity’s implementation in diverse university settings, accommodating varying student backgrounds and abilities. The pedagogical approach draws on critical thinking and digital literacy theories, recognizing their significance in contemporary education. Specifically, this chapter outlines the application of the Critical Autobiography, highlighting its iterative nature and the range of technological choices available to students to promote self-reflection and embrace diversity in disciplines and levels of achievement. Related Book ResourcesThe following resources provide additional frameworks and tools for supporting critical thinking, learner-centered teaching, digital literacy, and multimedia creation in teaching and learning. Teaching for Critical ThinkingBrookfield (2012) explores strategies and techniques for helping students question assumptions and develop critical thinking skills. Brookfield, Stephen D. 2012. Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass. Learner-Centered TeachingWeimer (2013) presents five key changes to teaching practice that support student-centered learning and engagement. Weimer, Maryellen. 2013. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass. Digital Literacy ResourcesTurner and Hicks (2022) examine the importance of digital literacy in contemporary teaching and learning contexts. Stecher’s Digital Skills Crescendo provides additional resources for exploring digital skills and practices. Turner, Kristen Hawley, and Troy Hicks. 2022. “Digital Literacy (Still) Can’t Wait: Renewing and Reframing the Conversation.” English Journal 112 (1): 86–93. https://doi.org/10.58680/ej202232072. Stecher, Gabrielle. “Digital Skills Crescendo.” Open Educational Resources. Accessed April 1, 2026. https://www.gabriellestecher.com/resources. Multimedia Creation ToolsAdobe Express and Canva provide accessible platforms for creating multimedia projects and digital learning materials. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step — and what potential barriers would you anticipate? Share:
