Assignments as Controversies
Digital Literacy and Writing in Classroom Practice
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Teaching Methods
| Author: | Ibrar Bhatt | ISBN: | 9781317289203 |
| Publisher: | Taylor and Francis | Publication: | March 16, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Ibrar Bhatt |
| ISBN: | 9781317289203 |
| Publisher: | Taylor and Francis |
| Publication: | March 16, 2017 |
| Imprint: | Routledge |
| Language: | English |
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.
