Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/80668
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Type: Journal article
Title: The shackled school internet: zemiological solutions to the problem of over-blocking
Author: Hope, A.
Citation: Learning, Media & Technology (Print), 2013; 38(3):270-283
Publisher: Routledge
Issue Date: 2013
ISSN: 1743-9884
1743-9892
Statement of
Responsibility: 
Andrew Hope
Abstract: Despite widespread internet provision in UK schools, there is little evidence to suggest resultant, sustained educational benefit. Drawing upon the notion of over-blocking, this paper explores how narrow notions of digital learning and over-zealous responses to internet risks limit students’ educational experience. It is argued that this undermines digital literacy, raises questions about the future role of schools, exacerbates information poverty and limits the potential for democratic engagement. Adopting a zemiological approach privileging social harm may provide a solution to such problems insofar as it focuses on resolution not blame, existing issues rather than future ones and the facilitation of open, democratic discussion.
Keywords: school internet; over-blocking; curriculum and pedagogy; risk; zemiology
Rights: © 2013 Taylor & Francis
RMID: 0020131507
DOI: 10.1080/17439884.2012.670646
Appears in Collections:Education publications

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