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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.
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.
This edited book collection offers strong theoretical and
philosophical insight into how digital platforms and their
constituent algorithms interact with belief systems to achieve
deception, and how related vices such as lies, bullshit,
misinformation, disinformation, and ignorance contribute to
deception. This inter-disciplinary collection explores how we can
better understand and respond to these problematic practices. The
Epistemology of Deceit in a Postdigital Era: Dupery by Design will
be of interest to anyone concerned with deception in a
'postdigital' era including fake news, and propaganda online. The
election of populist governments across the world has raised
concerns that fake news in online platforms is undermining the
legitimacy of the press, the democratic process, and the authority
of sources such as science, the social sciences and qualified
experts. The global reach of Google, YouTube, Twitter, Facebook,
and other platforms has shown that they can be used to create and
spread fake and misleading news quickly and without control. These
platforms operate and thrive in an increasingly balkanised media
eco-system where networks of users will predominantly access and
consume information that conforms to their existing worldviews.
Conflicting positions, even if relevant and authoritative, are
suppressed, or overlooked in everyday digital information
consumption. Digital platforms have contributed to the prolific
spread of false information, enabled ignorance in online news
consumers, and fostered confusion over determining fact from
fiction. The collection explores: Deception, what it is, and how
its proliferation is achieved in online platforms. Truth and the
appearance of truth, and the role digital technologies play in
pretending to represent truth. How we can counter these vices to
protect ourselves and our institutions from their potentially
baneful effects. Chapter 15 is available open access under a
Creative Commons Attribution 4.0 International License via
link.springer.com.
This edited book collection offers strong theoretical and
philosophical insight into how digital platforms and their
constituent algorithms interact with belief systems to achieve
deception, and how related vices such as lies, bullshit,
misinformation, disinformation, and ignorance contribute to
deception. This inter-disciplinary collection explores how we can
better understand and respond to these problematic practices. The
Epistemology of Deceit in a Postdigital Era: Dupery by Design will
be of interest to anyone concerned with deception in a
'postdigital' era including fake news, and propaganda online. The
election of populist governments across the world has raised
concerns that fake news in online platforms is undermining the
legitimacy of the press, the democratic process, and the authority
of sources such as science, the social sciences and qualified
experts. The global reach of Google, YouTube, Twitter, Facebook,
and other platforms has shown that they can be used to create and
spread fake and misleading news quickly and without control. These
platforms operate and thrive in an increasingly balkanised media
eco-system where networks of users will predominantly access and
consume information that conforms to their existing worldviews.
Conflicting positions, even if relevant and authoritative, are
suppressed, or overlooked in everyday digital information
consumption. Digital platforms have contributed to the prolific
spread of false information, enabled ignorance in online news
consumers, and fostered confusion over determining fact from
fiction. The collection explores: Deception, what it is, and how
its proliferation is achieved in online platforms. Truth and the
appearance of truth, and the role digital technologies play in
pretending to represent truth. How we can counter these vices to
protect ourselves and our institutions from their potentially
baneful effects. Chapter 15 is available open access under a
Creative Commons Attribution 4.0 International License via
link.springer.com.
Academics Writing recounts how academic writing is changing in the
contemporary university, transforming what it means to be an
academic and how, as a society, we produce academic knowledge.
Writing practices are changing as the academic profession itself is
reconfigured through new forms of governance and accountability,
increasing use of digital resources, and the internationalisation
of higher education. Through detailed studies of writing in the
daily life of academics in different disciplines and in different
institutions, this book explores: the space and time of academic
writing; tensions between disciplines and institutions around
genres of writing; the diversity of stances adopted towards the
tools and technologies of writing, and towards engagement with
social media; and the importance of relationships and collaboration
with others, in writing and in ongoing learning in a context of
constant change. Drawing out implications of the work for
academics, university management, professional training, and
policy, Academics Writing: The Dynamics of Knowledge Creation is
key reading for anyone studying or researching writing, academic
support, and development within education and applied linguistics.
Academics Writing recounts how academic writing is changing in the
contemporary university, transforming what it means to be an
academic and how, as a society, we produce academic knowledge.
Writing practices are changing as the academic profession itself is
reconfigured through new forms of governance and accountability,
increasing use of digital resources, and the internationalisation
of higher education. Through detailed studies of writing in the
daily life of academics in different disciplines and in different
institutions, this book explores: the space and time of academic
writing; tensions between disciplines and institutions around
genres of writing; the diversity of stances adopted towards the
tools and technologies of writing, and towards engagement with
social media; and the importance of relationships and collaboration
with others, in writing and in ongoing learning in a context of
constant change. Drawing out implications of the work for
academics, university management, professional training, and
policy, Academics Writing: The Dynamics of Knowledge Creation is
key reading for anyone studying or researching writing, academic
support, and development within education and applied linguistics.
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