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Record Nr. |
UNINA9910255106703321 |
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Autore |
Potter John |
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Titolo |
Digital Media, Culture and Education : Theorising Third Space Literacies / / by John Potter, Julian McDougall |
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Pubbl/distr/stampa |
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London : , : Palgrave Macmillan UK : , : Imprint : Palgrave Macmillan, , 2017 |
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ISBN |
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Edizione |
[1st ed. 2017.] |
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Descrizione fisica |
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1 online resource (XIII, 205 p. 5 illus.) |
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Disciplina |
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Soggetti |
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Educational technology |
Literacy |
Learning |
Instruction |
Educational sociology |
Technology and Digital Education |
Educational Technology |
Learning & Instruction |
Sociology of Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Chapter 1. Dynamic Literacies and Third Spaces -- Chapter 2. Porous Expertise and Powerful Knowledge -- Chapter 3. Digital Making and the STEAM(M) Agenda -- Chapter 4. Curation and Storying the Digital Learner -- Chapter 5. The Networked Educator and Open Learning -- Chapter 6. Cultural Studies Goes to “Not School”. |
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Sommario/riassunto |
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This book provides a critical commentary on key issues around learning in the digital age in both formal and informal educational settings. The book presents research and thinking about new dynamic literacies, porous expertise, digital making/coding/remixing, curation, storying in digital media, open learning, the networked educator and a number of related topics; it further addresses and develops the notion of a ‘third space literacies’ in contexts for learning. The book takes as its starting point the idea that an emphasis on technology and media, as part of material culture and lived experience, is much needed in the discussion |
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of education, along with a criticality which is too often absent in the discourse around technology and learning. It constructs a narrative thread and a critical synthesis from a sociocultural account of the memes and stereotypical positions around learning, media and technology in the digital age, and will be of great interest to academics interested in the mechanics of learning and the effects of technology on the education experience. It closes with a conversation as a reflexive ‘afterword’ featuring discussion of the key issues with, amongst others, Neil Selwyn and Cathy Burnett. |
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