Through Laclau and Mouffes discourse theory, this study seeks to find and analyze the different types of discourses regarding digitalisation that exist in the Swedish upper secondary schools curriculum, focusing on those documents that regard the subjects Swedish and Swedish as a second language, and finally analyze what kind of implications these discourses can have for teachers in the subject of Swedish. The study starts with going through digital literacy and why it’s important in a digitalized world. With Laclau and Mouffes discourse theory as method, this study identifies several discourses available in the curriculum. These discourses are digital competence, digital work, digital tools, digital change and digital copyright. In addition to this, the study identifies three subjects as bearers of the discourse, the teacher, the student and the curriculum itself. The study finds that digitalization is loosely defined within the curriculum, leaving the teacher with the duty of both analyzing and construing their own view of digitalization within the subject Swedish. Finally, the study discusses the implications of these findings.

In the context of Swedish students' difficulties to separate facts from opinions, we wanted to investigate why digital literacy, and especially source credibility, is important and how teachers in civics and the social sciences can teach students these skills. Studies show that upper secondary school students often turn to online sources when searching for information, rather than turning to traditional media. This is not a problem in itself, however, what is worrying is that the increasing spread of disinformation in combination with the lack of methods to verify true information adventures students' formation of opinions. In a society where young people consume more and more digital media this is truly alarming for future citizens and democracy. Therefore, in this literature review based on previous research, we give multiple reasons for why digital literacy, and especially source credibility, is important. But how should civics teachers teach digital literacy? This text also gives the tools by presenting four principles for guidance when planning classes where digital literacy will be taught. Furthermore, we present the idea of digital literacy as an active act and we also talk about the importance of examining each source from more than one perspective. Disciplinary literacy and the necessity of the teacher’s role as a disciplinary expert is also discussed in this paper. We then present and stress the importance of the three types of misinformation and give a few suggestions on how to use them. The next finding in our search for how to teach digital literacy to students is the benefits of working in a group of peers. Our take from this is that, in order to get out of your own “echo chamber”, group work can bring a set of different backgrounds, opinions and knowledge to the table when trying to make sense of everything the internet has to offer, good and bad.

This thesis aims to explore the perspectives of people with visual impairments about the internet and web accessibility. How the current status of web accessibility is and how people with visual impairments use the internet are important topics in a society that is more and more digitalized. Nine people with visual impairments were asked through semi-structured interviews. The questions covered what they do on the internet, what devices and assistive technologies they use, how web accessibility affects them and how they become digitally literate. This collected data from the interviews and literature, focused on digital disability divide, digital literacy and web accessibility, guided the analysis which was conducted following a qualitative approach. This thesis shows that, while web accessibility allows for many online actions nowadays, much more is required. More focus on the users and their needs related to technical access is needed and digital literacy should be promoted. The study also concludes that technology, digital literacy and web experience are interconnected, which could provide a framework for future research.

Language students today have grown up with a plethora of technology tools at their fingertips, which has in some cases earned them the title of "digital native". 'Students' high use of technology outside the classroom has led teachers and researchers to believe that technology could be highly effective for language learners when used appropriately. Yet little is known about how students actually react to technology-based tools for language learning purposes. This study seeks to not only understand student attitudes toward technology in general, but also to see how those attitudes might affect student attitudes toward online language learning tools in a social media context. Using a design-based research approach, we implemented a curriculum that utilizes a social networking environment in which students could consume authentic language samples and practice using the language in a controlled environment. Through the analysis of pre and post surveys, it was discovered that age was the most significant predictor of student attitudes toward technology, but that the extent to which students use technology proves to be a more significant predictor when other variables are factored in. Furthermore, it was discovered that general attitudes toward technology do affect the ways in which students will react to a technology-based curriculum. Nevertheless, the way in which a curriculum is presented can be a stronger factor in predicting how the curriculum will be received.

Denna studie undersöker svenska internetanvändares kunskaper och inställningar till datainsamling genom cookies. Syftet med studien är att ta reda på vilken nivå deras kunskap ligger på och vad de har för inställning till cookies samt om det finns något samband mellan dessa. Studien baseras på en kvantitativ undersökning genom en webbenkät och kompletteras med en kvalitativ undersökning i form av semi-strukturerade intervjuer. Webbenkäten genererade åttiotre svar och av dessa var det sex respondenter som blev intervjuade. Resultatet visade på en låg kunskapsnivå om datainsamling genom cookies och en neutral eller negativ inställning till dessa. Det fanns en oro bland respondenterna att deras personliga information hamnar i fel händer eller att deras integritet kränks. Trots oron fanns det även en nonchalans och likgiltighet inför internetanvändarnas egna ansvar och agerande till datainsamlingen. Slutsatserna som kunde dras var att inställningen till cookies var mestadels negativ och kunskapsnivån kring dem var generellt väldigt låga. Ett behov av relevant utbildning inom ämnet skulle behövas då kunskapsnivån hos internetanvändare måste bli högre och de behöver utveckla en digital kompetens för att få rätt förutsättningar i dagens digitaliserade samhälle. / This study examines Swedish internet users' knowledge and attitude towards data collection through cookies. The purpose of the study is to find out the level of their knowledge and what attitude they have towards cookies as well as examining if there is a relation between the two. The study is based on quantitative research through an online survey and was strengthened by qualitative research in the shape of semi-structured interviews. The survey generated eighty-three responses and from them six respondents were interviewed. The result showed a low level of knowledge about data collection through cookies and a neutralt or negative attitude towards these. There was a general concern among the respondents of their personal information falling into the wrong hands or having their privacy violated. Despite the concerns there was also a casualness and indifference towards the internet users own responsibility and behavior with data collection. In conclusion the attitude towards cookies was mostly negative and the knowledge was in general very low. There’s a need for relevant education of the subject to raise the level of knowledge by the internet users so that they can develop a digital literacy and get the right conditions in today's digitalized society.

Research has shown that seniors are a group that use digital devices and the internet differently than the ”digital natives” born into the digital era. The senior group is growing and the population in this group is constantly changing. The purpose of this study is to investigate information seeking behaviour among seniors in everyday life practice, related to media- and information literacy. This is a qualitative study and the data was collected through four interviews with seniors in the ages 71-81 years old. The study has a theoretical frame in Reijo Savolainens ”Everyday Life Informations Seeking model”. I have used thematic analysis to identify codes and themes in the empiric material. The results show that the seniors in the study have adopted enough media- and information literacy to function in society and as they age they have less interest in keeping themselves updated with digitalization. The fast digital development and digital literacy is challenging and the seniors feel barriers with orienting in digital environments. The seniors have adopted digital media to both ”practical- and orienting information” but are using these in parallel with traditional media. The seniors have varied digital litteracy and there is some difference between the knowledge and needs of the people who took part in the study. The seniors have adopted the internet and new technology to be able to participate in society, they use the webb and apps for things such as banking, parking and communicating. The telephone is preferred for quick contacts and problem solving but when communicating with relatives and peers the seniors also use communication platforms such as WhatsApp, Facetime and Zoom.

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