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 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.
Inhaltsverzeichnis
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”.
Über den Autor
John Potter is Reader in Media in Education at the Institute of Education, University College London, UK. His research, teaching and publications focus on media education; new literacies; and the changing nature of teaching and learning in response to the pervasive use in wider culture of digital media. He is co-editor of the journal,
Learning Media and Technology.
Julian Mc Dougall is Professor in Media and Education and Head of the Centre for Excellence in Media Practice at Bournemouth University, UK. He is author / editor of a range of publications in the fields of media education, media literacies and Media / Cultural Studies and is editor of
Journal of Media Practice.
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