In this paper I focus on the leisure-time center as an arena for promoting critical digital literacy. The main research question addressed in the paper is: How do Swedish leisure-time teachers work to promote critical digital literacy in the leisure-time center? In addition to this, the paper poses the more specific question: How do Swedish leisure-time teachers approach internet advertising in the leisure-time center, and do their approaches to advertising encourage a critical understanding? 

The paper draws on an interview study conducted in 2018 with 21 leisure-time teachers working in the south of Sweden, and David Buckingham’s (2006) conceptual framework for critical digital literacy is used to analyze and discuss the interview data. 

The results reveal a broad range of approaches and practices among Swedish leisure-time teachers; from not promoting critical digital literacy, to planned learning activities and spontaneous discussions that encouraged critical reflections about digital media. The participants concentrated on source criticism, photo manipulation, and discussions with children about their digital media usage, which are central aspects of critical digital literacy (Buckingham, 2006). There were also different approaches to internet advertising; from not addressing this issue at all, to critical reflections regarding the role of advertising. There were also uncritical ways of approaching internet advertising, such as discussing advertising as a source of information for consumption purposes. The paper discusses the implications of these results for policy, practice, and future research.