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.
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