Digital Literature as a Medium for Critical Literacy: Strategies for Developing Language and Literature to Advance the Intellectual Growth of the Younger Generation

Abstract

Purpose-This study aims to analyse the role of digital literature in building critical literacy among the younger generation, formulate pedagogical strategies relevant to the needs of the 21st century, and identify curricular implications for strengthening intellectual skills. Methodology-The study employed a descriptive-analytical qualitative approach with triangulation of techniques and sources. Informants were selected purposively, consisting of 72 participants: 42 readers aged 15–25 years, 18 writers, and 12 educators. Data were collected through in-depth interviews, participatory observation of 30 digital literary works (15 Wattpad, 10 Webtoon, 5 Storial), and analysis of learning documents. A total of 2,946 reader comments and 188 community threads were analysed using thematic coding and critical discourse analysis. Findings-The results show that 68% of active Wattpad readers comment on each chapter, while 54% of Webtoon readers interact through voting or forums. The main motivation for reading is entertainment (81%), but 47% also seek to understand social and cultural issues. A total of 63% of popular works raise social, gender, and identity issues, but 72% of works with the most readers are still dominated by popular genres such as romance and fantasy. In terms of learning, the integration of digital literature increases average class participation by 31% and improves the quality of students' written arguments, as demonstrated by better review and analysis scores. However, the main challenges include variations in text quality, the dominance of entertainment genres, and internet access gaps (21% of respondents experienced connection problems). Novelty-This research combines cross-platform data (Wattpad, Webtoon, Storial) with community analysis and classroom practices, resulting in a three-step pedagogical protocol to guide readers towards critical literacy. Additionally, a multimodal literacy rubric with four indicators (text interpretation, visual comprehension, evidence integration, social reflection) was developed and tested in 12 language and literature classes. Significance-These findings are significant for educators, as they provide a digital literature-based learning framework that enhances reading interest and critical skills. For policymakers, the research results emphasise the need to integrate digital literature into language and literature curricula and to provide supporting infrastructure. Meanwhile, for the literacy community, this research highlights the importance of curating digital texts so that they function as a medium for intellectual reflection, not just popular entertainment.