Introduction The parameters of scholarship in education are often based on Boyer’s (1990) dimensions of discovery, integration, application and teaching. Healey further expands on the scholarship of teaching to include “research into teaching and learning, critical reflection of practice and communication and dissemination about the practice of one’s subject” (2000, p. 169). Broadening the discussion to include the transformational aspects of “digital” technology, … Continue reading Is Digital Scholarship limited by cultural myopia?
Reading Haven (2007) was a great way to set the scene for this course. Even if we were not all literature “converts” before starting the course, understanding the research behind the power of stories would make us so. Of all the themes I think the second module – concerning diversity – was the one that engaged me most passionately and emotionally. Smolen and Oswalds’ (2011) … Continue reading ETL402 Critical Reflection
What makes a good digital text Despite Goodreads’ narrow interpretation of a book as being something with an ISBN number, “the book as a physical object with paper pages is now only one version of what a book might be” (Hancox, 2013, para. 7). As many have discussed before, a digital text can take many formats and permutations (James & de Kock, 2013; Parker, 2013; … Continue reading Assessment Item 4: Critical Reflection of Digital Literature Experiences
I’ve been busying myself with looking through a number of different formats of digital texts in order to write some reviews for my next assessment item. According to the (adapted) criteria of Nesbit, Belfer and Leacock (2004) one can look at (cited in Leacock and Nesbit, 2007): Category of resource Content quality Alignment with curriculum or program purpose Value of digital affordances for the literature … Continue reading When is it digital literature?