LEADER 03532nam  22006015  450 
001 9910255106703321
005 20240313104138.0
010   $a9781137553157
010   $a1137553154
024 7 $a10.1057/978-1-137-55315-7
035   $a(CKB)3710000001306319
035   $a(DE-He213)978-1-137-55315-7
035   $a(MiAaPQ)EBC4853109
035   $a(Perlego)3499371
035   $a(EXLCZ)993710000001306319
100   $a20170502d2017      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDigital Media, Culture and Education $eTheorising Third Space Literacies /$fby John Potter, Julian McDougall
205   $a1st ed. 2017.
210  1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2017.
215   $a1 online resource (XIII, 205 p. 5 illus.) 
311 08$a9781137553140 
311 08$a1137553146 
320   $aIncludes bibliographical references and index.
327   $aChapter 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?.
330   $aThis 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 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 beof 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.
606   $aEducational technology
606   $aLiteracy
606   $aLearning, Psychology of
606   $aEducational sociology
606   $aDigital Education and Educational Technology
606   $aLiteracy
606   $aInstructional Psychology
606   $aSociology of Education
615  0$aEducational technology.
615  0$aLiteracy.
615  0$aLearning, Psychology of.
615  0$aEducational sociology.
615 14$aDigital Education and Educational Technology.
615 24$aLiteracy.
615 24$aInstructional Psychology.
615 24$aSociology of Education.
676   $a371.33
700   $aPotter$b John$4aut$4http://id.loc.gov/vocabulary/relators/aut$0436662
702   $aMcDougall$b Julian$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910255106703321
996   $aDigital Media, Culture and Education$92538920
997   $aUNINA