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Evidence-Based Rhetorical Invention and Digital Literacy: Pedagogical Implications from Najwa Shihab’s Public Speech
Abstract
Research on digital literacy and digital rhetoric continues to expand; however, "evidence-based rhetorical invention" as a pedagogical mechanism that transforms empirical evidence into public knowledge has received insufficient attention. This study aims to examine evidence-based rhetorical invention as both a pedagogical and epistemic mechanism in the development of digital literacy. The research data consists of a public speech by Najwa Shihab titled "Youth and Literacy Awareness in the Digital Era," published on YouTube. A qualitative approach employing rhetorical criticism was used, drawing upon Aristotle’s concept of invention and its subsequent developments in contemporary rhetorical studies. The results indicate that evidence-based rhetorical invention is constructed through three primary strategies: statistical reasoning, academic and institutional authority, and a form of public pedagogy that connects the abstract concept of digital literacy with everyday experiences. The findings demonstrate that rhetorical invention functions not merely as a persuasive strategy but also as a pedagogical and epistemic mechanism that transforms empirical evidence into accessible public knowledge. Digital literacy is a socio-epistemic practice requiring a critical evaluation of information credibility and context. This study contributes to the integration of rhetoric, public pedagogy, and digital literacy education, offering implications for the teaching of argumentation, academic speaking, and critical digital literacy within Indonesian and English language instruction.
Keywords
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DOI: https://doi.org/10.31004/edukatif.v8i4.9410
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