In BC's education system there is ongoing debate regarding the role of the internet and popular digital media within school environments. This is reflected in the extreme disparity of online resource integration in various school districts. It is the objective of this study to profile these practices, compare d to both the progressive curricular mandates outlined by the province as well as a cohesive and inclusive definition of digital literacy cultivated from a representative understanding of digital youth culture. In profiling the perceived limitations and opportunities offered by the use of online resources within the classroom, it is argued that substantial pedagogical and infrastructural changes are required in some of the more regressive districts. These school boards in particular could benefit from opening a dialogue with more technologically advanced districts, in addition to cultivating a more purposeful and nuanced understanding of digital literacy imperatives.
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