Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/80668
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Full metadata record
DC Field | Value | Language |
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dc.contributor.author | Hope, A. | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Learning, Media and Technology, 2013; 38(3):270-283 | - |
dc.identifier.issn | 1743-9884 | - |
dc.identifier.issn | 1743-9892 | - |
dc.identifier.uri | http://hdl.handle.net/2440/80668 | - |
dc.description.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. | - |
dc.description.statementofresponsibility | Andrew Hope | - |
dc.language.iso | en | - |
dc.publisher | Routledge | - |
dc.rights | © 2013 Taylor & Francis | - |
dc.source.uri | http://dx.doi.org/10.1080/17439884.2012.670646 | - |
dc.subject | school internet | - |
dc.subject | over-blocking | - |
dc.subject | curriculum and pedagogy | - |
dc.subject | risk | - |
dc.subject | zemiology | - |
dc.title | The shackled school internet: zemiological solutions to the problem of over-blocking | - |
dc.type | Journal article | - |
dc.identifier.doi | 10.1080/17439884.2012.670646 | - |
pubs.publication-status | Published | - |
Appears in Collections: | Aurora harvest Education publications |
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RA_hdl_80668.pdf Restricted Access | Restricted Access | 98.67 kB | Adobe PDF | View/Open |
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