Download Literacy in the Digital University: Critical perspectives on by Robin Goodfellow, Mary R. Lea PDF

By Robin Goodfellow, Mary R. Lea

Literacy within the electronic collage is an leading edge quantity bringing jointly views from fields of enquiry and perform: ‘literacies and studying’ and ‘learning technologies’. With their very own histories and trajectories, those fields have seldom overlapped both in perform, conception, or examine. In tackling this divide head on, the quantity breaks new floor. It illustrates how complementary and contrasting ways to literacy and know-how could be introduced jointly in efficient methods and considers the results of this for practitioners operating throughout quite a lot of contexts.

The e-book showcases paintings from well-respected specialists within the fields which will give you the foundations for brand new conversations approximately studying and perform within the electronic college. will probably be of specific relevance to college lecturers and researchers, academic builders and studying technologists, library employees, college managers and coverage makers, and, no longer least, freshmen themselves, fairly these learning at post-graduate level.

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Additional resources for Literacy in the Digital University: Critical perspectives on learning, scholarship and technology

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Once the data had been processed and analysed a focus group was organized with respondents to the survey. The focus group consisted of a physical group discussion and a simultaneous virtual discussion structured around the same questions and visible to the physical participants on a central screen. 3). This was due to reasons ranging from perceptions about the social and material 34 Jude Fransman affordances of Twitter (for example, that it was a social rather than professional tool and that the 140 character limit was an inadequate vehicle for scholarly work); to perceptions about the skills and resources required to use Twitter (including technological proficiency and access to an iPhone); personal preferences (around privacy, for example); and established use of other resources to serve similar functions (including social and academic networking platforms).

The role of values in higher education (HE) has a certain currency in the literature on academic practice. Macfarlane (2004) argues that the discourse on academic practice is largely concerned with competencies and skills and generally fails to engage with the ‘ethical complexities’ of HE teaching. Little in higher education is ‘value-neutral’ and yet conversations about the ways in which personal and professional values frame or inform practice are infrequent, particularly in relation to e-learning where the metaphor of the computer as ‘tool’ produces a veneer of objectivity devoid of human agency.

Plagiarism is a vexed and complex concept even before we bring technologies into the frame. However, the introduction of technology constructs literacy practices in particular ways, such as, in an example discussed here, foregrounding the copying of words. We should ask, what conversations are therefore not being had and what is the potential loss, to build on Gourlay and Deane’s theme, to university students’ understanding of entering a disciplinary conversation and to the relationship between student and teacher, in terms of trust, seemingly a core value of higher education.

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