Approaching academic assignments as practical controversies, this book offers a novel approach to the study of digital literacy. Through in-depth accounts of assignment writing in college classrooms, Bhatt examines ways of understanding how students engage with digital media in curricular activities and how these give rise to new practices of information management and knowledge creation. He further considers what these new practices portend for a stronger theory of digital literacy in an age of informational abundance and ubiquitous connectivity.
Looking also at how institutional digital learning policies and strategies are applied in classrooms, and how students may embrace or avoid imposed technologies, this book offers an in-depth study of learner practices. It is through the comprehensive study of such practices that we can better understand the efficacy of technological investments in education, and the dynamic nature of digital literacy on the part of students charged with using those technologies.
1. Introduction Part I 2. Literacy, Technology and Society Part II 3. Sara’s assignment on child care 4. Anne’s digital portfolio 5. Paulo’s report on social media Part III 6. Buried in the Matryushkas 7. Curation as digital literacy practice 8. Irruption 9. Conclusion
This series is the home for high quality monographs and edited collections in Literacy Studies. We publish books by leading-edge researchers engaged in international dialogues on a broad range of topics. Many of our volumes are by leaders in the field of Literacy Studies; others are by relatively new scholars. You are welcome to contact the editors if you would like to discuss your idea prior to submitting a proposal.
Please send ideas/proposals to Uta Papen (firstname.lastname@example.org), Julia Gillen (email@example.com), and Matthew Friberg(firstname.lastname@example.org).