Literacy practice, pedagogy, and the ‘digital university’

Goodfellow, Robin (2014). Literacy practice, pedagogy, and the ‘digital university’. International Journal of Learning and Media, 4(3-4) pp. 9–18.




This paper applies a critical social literacy perspective to the idea that contemporary pedagogies of the ‘digital university’ are involved in transforming not only the writing practices of the university but also its larger social role. It argues that the values of written scholarship that have underpinned the university’s contribution to the public good in the modern age are still important to its pedagogy in current times of increased focus on its contribution to private benefit. It draws on examples from classroom practice in UK universities to suggest that pedagogy is becoming increasingly polarised between academic writing that attempts to inscribe ‘truth’ values, and digital knowledge work that is focused on ‘use’ values. It discusses the nature of academic literacy practices in the digital university and argues that teachers and academics who wish to ensure that the traditional value of university scholarship to the public good is preserved in the emerging ‘digital university’, need to do so by developing their own practices of digital scholarship.

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