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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.1080/13562517.2012.756465|
|Google Scholar:||Look up in Google Scholar|
This essay examines the implications of the ubiquitous use of the term ‘digital literacies’ in higher education and its increasing alignment with institutional and organisational imperatives. It suggests that the term has been stripped of its provenance and association with disciplinary knowledge production and textual practice. Instead it is called into service rhetorically in order to promote competency based agendas both in and outside the academy. The piece also points to a tendency to position teachers in deficit with regard to their technological capabilities and pay scant attention to their own disciplinary and scholarly practices in a digital world. It concludes that there is a case for building on established theoretical and conceptual frameworks from literacy studies if we wish to integrate advantages of the digital landscape with thoughtful teaching practice.
|Item Type:||Journal Article|
|Copyright Holders:||2013 Taylor & Francis|
|Keywords:||digital literacies; textual practice; academic literacies; university teachers; learning technology|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Mary Lea|
|Date Deposited:||22 Oct 2012 14:55|
|Last Modified:||12 Mar 2013 22:45|
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