Coming from a feminist pedagogical grounding, I believe in transparency of pedagogy; that is, I think students should know why they are completing assignments. With this in mind, I include learning goals for all major projects in my classes. In my classroom I give weight to social issues as subject matter to help my students both be better informed about things like race, class, and gender and to give them practice thinking about things that will continue to influence them throughout their lives. Social media, both as an educational tool and subject matter, is an influential component of my curriculum. Since social media saturates much of everyday life, I believe it is necessary for students to think critically about use of social media as well as the information presented to them on social media instead of allowing it to become an unquestioned part their day-to-day living. This critical awareness of mediated content is accomplished through engaging with primary and secondary research that includes critical consideration of both author and source when gathering information, a crucial component of digital literacies. Additionally, I seek to emphasize the importance of research and understanding multiple perspectives in the projects my students complete, asking them to question information presented to them in a variety of modes (from Facebook to news to academic articles) instead of allowing it to become a unquestioned part their day-to-day living.