Abstract:
In this paper, I will address the need to get accustomed to digital literacy in the post-pandemic networked world in the Bangladeshi context. The unanticipated arrival of the deadly coronavirus radically changed the traditional learning zone by shifting it to digital platforms. As a result of this drastic change, in the post-pandemic era, many parts of education still use digital tools to sustain effective modes of knowledge production and transfer. However, digital forums are technology-driven, and the websites contain various unreliable texts. Using these digital tools and utilizing the knowledge effectively and ethically requires an inevitable enhancement of digital literacy among Bangladeshi students (and teachers) at the tertiary level. In this paper, I investigate the challenges related to the capacity and safety of digital literacy and offer recommendations to overcome possible hurdles. I have used the autoethnographic qualitative research method to establish my claim. Secondary data are collected from existing relevant literature to strengthen the research findings and offer a comprehensive analysis. Through this article, my targeted readers, primarily teachers and students at Bangladeshi universities, will get into a dialog and negotiate their positions to navigate digital literacy in their academic and professional areas of study.
