Deep research Diving

I’m going to either become very quiet or very noisy in the next few weeks as I dive into my next research topic for my last (yikes, how fast did that go) assignment for INF530.

This is my research proposal:

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1. Proposal Topic

Language learning and the new digital information ecology

2. Proposed digital tools and/or spaces to be used

iBooks

This is a tool I’ve wanted to experiment with for a while, and I think it can be used to encompass all the multi-media affordances required for this essay. Eventually I’d like to expand on it and turn it into a resource for our students, educators and families.

3. Rationale

Previous research has indicated that successful language acquisition is the result of the combination of optimising factors relating to the child (student), family, school and community. These can be considered to operate in inter-relationships in a knowledge ecology.

The affordances of digital technology in education combined with global connectedness allow unprecendented opportunities to leverage the connected learning principles of

production centered
openly networked
shared purpose

within language learning, however the current structures of education may ignore or limit these opportunities due to institutional (or familial) fear, ignorance or perceived loss of control.

This essay will look at the work of Seely, Hatie, Bawden, Ng, Siemans, Downes, Ford, Perrault etal. to examine learning design and the information environment and discuss how the learning systems and constituents allow for zones of intervention within the language learning ecology to leverage learning – sychronous and asynchronous, local and global and allow students and their families a greater locus of control over language learning.

A particular focus will be mother tongue learning, an area often neglected by schools, who state they unable to justify supporting a large number of minority languages formally. I will argue this may be the result a failure of imagination and the application of digital technology and collaborative learning rather than a lack of resources.

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Unfair advantage

Following the release of the results of our first assignment, there has been some soul searching and discussion on how better results can be attained and what went wrong etc. I’ve seen this on various Facebook groups I’m a member of too. I’ve referred earlier to the whole privilege thing, and I’ll say it again. No one mentioned it, but of course some of us (myself included) had an unfair advantage. When I write “the whole privilege thing” and then so easily reference the exact article, it’s because I’ve read it, and stored it on Evernote, and can easily access it.

Sichuan peppers at dinner in Chengdu last night

Let me ‘fess up on where my starting line was when this course started. I’m not doing this to brag, but to give courage. I started at ground zero in August 2012 and I too had the shock of getting back grades from assignments and not only beginning to understand where I’d gone wrong. My starting line this time around:

* A collection of 3,350 academic, professional and lay articles on Evernote, to which I’ve added 269 articles since I started this course in this course’s notebook. I can only find 5 articles for my first course (in electronic form), because then I was still printing it all out. And I threw out all the printouts in my last house move. I don’t even have the course overview or modules. That’s how bad it all was. In fact it’s even worse. I naively thought that Interact was forever so I didn’t even save my marked assignments! So I don’t even have a hard copy of that. I cringe when I thought how stupid I was. How little I knew, how I bumbled through the first year. How scared I was to ask for help. How I didn’t even know who to ask for help.

* A Zotero library of 1,697 references to articles I’ve read (the difference with Evernote above is I only put articles in that I’ve used in assignments, and Evernote has a lot of my “life” in it, not just academic life). Most (but not all) of those references are “clean” i.e. I’ve sorted out the metadata and added the fields I need to make my referencing better. I also have the email of people at Zotero if I find it behaving strangely and not doing things the ‘correct’ APA way.

* I’ve passed 14 subjects at CSU. If I wasn’t starting to get the hang of things by now I’d have dropped out a while ago.

* I’ve discovered the APA blog, and experienced first hand their 24 hour or less (sometimes less than an hour) response time to queries if you can’t find the answer you need. I’m a regular at OWL Purdue (I even know what OWL means!). I also have just been through an exercise at work whereby I’ve been making reference posters for our students. There I had to make 6 posters each for APA, MLA and Chicago, which are the referencing styles we use. That sure was an education on referencing! Even after weeks of tweaking things and getting it ‘right’ after we put it out in the open (this link is the first version – so not all correct! first link is the latest version), we kept getting comments and corrections from people with more knowledge and experience – talk about crowd-sourcing!

* I’d been blogging privately since 2006 and had written 1,931 blog posts with nearly 200,000 page views by the time I stopped in 2013. When I started this course I’d done about 100 blog posts professionally. I also re-started blogging reluctantly, and totally intimidated by those older and wiser and more experienced than myself and then was forced to by my courses, and now find it a way of releasing pent up thoughts and organising my jumbled thoughts on what I’m reading and experiencing. The community is not the same as 9 years ago, I’m not getting the steady stream of comments and encouragement that I had in the past – so it is less motivating if one speaks of external motivation. But it is still a learning tool for me, and the more I write, the more I can write and the easier it becomes.

* I work with a terrific person. Katie Day (googleplus link) is the best boss a starting out TL could wish to have. She pushes me when I want to hold back, she challenges my naive and unformed and uniformed thoughts. She throws articles and books and websites and blogs and names at me when I get stuck. She takes me out of my comfort zone and encourages me and supports me when I have self-doubt. And most importantly she knows her S***. Whether it’s on the literature front, the technical front, the digital front, the teaching front, the working with teachers and students front.

* My family is supportive. We’ve just come back from a weekend in Chengdu – but we haven’t had many weekends off in the last 2.5 years, where I’ve not been tied to my laptop or iPad reading articles or writing assignments. And to be completely honest, the fact that I wasn’t this weekend is only because the wifi was so unbearably slow it was better to just give up and quit trying to study than to keep battling it. My 12 year old daughter reads through my assignments and picks out bad grammar and discusses where things don’t make sense. My husband reads through my assignments and tells me if I’m becoming too academic. Neither of them always know what on earth I’m writing about, but they do make me a better writer, since if I can’t write well enough for them to at least understand the gist of what I’m saying, I’m doing something wrong.My 11 year old son gives me hugs and moral support. And reminds me that everyone learns in their own way and at their own pace.

Of course my privilege didn’t start there. As Gee would point out, I had parents who spoke to me and read to me. I grew up in a bilingual environment. English is my mother tongue. I had a tertiary education. I am surrounded by intelligent people who read and write and discuss things.

While writing this I’m just humbled by what a long journey this learning thing is, and if anything each of us should have a handicap that we start with, like golf, to make it a little fairer and more equitable. But on the other hand, looking back I can say there is hope and it does get better. A lot better and a lot easier. I also both care a lot more and a lot less. That may sound strange. On the one hand I’ve become very passionate about learning (care more) but on the other I’m a lot less scared of making mistakes and putting myself out there (care less). All these processes take time. A lot of time. And while I may be a few metres past the starting line compared to some, I’m nowhere near others, and I can’t even see the finishing line. And that is life. And that is fine.

Open, social and Participatory Media in Education

In this week’s module we were posed the following questions:

How would curriculum change if our priority approach was on critical, creative, and collaborative thinking?
What does the reality of the modern age of information– this age of Google –suggest that we “teach”?
Can we simply “update” things as we go, or is it time for rethinking of our collective practice?

I was forwarded this very provocative article from the Atlantic by my boss this week = “The deconstruction of the K-12 teacher” It ties in quite nicely with the theme of this module, but it also turns the questions on their heads.

how would the curriculum change if they were in the hands of learners and not educators?
What does the reality of the modern age of information suggest as to who should be teaching?
Will “updating things as we go” enhance or delay the obsolescence of the current collective practice?

Or at least these could be the questions IF and only IF all the glory day assumptions on technology and education were true. As so many of my cohort have pointed out, the reality on the ground is very different from the theory and assumptions made up in ivory or silicon towers. There are brilliant teachers who don’t touch technology and will never need to and their students are not any the poorer for it. There are physical tools that are just as effective or more so than technological tools (see this great blog by Buffy Hamilton on writeable tables). There are pathetic teachers who wow and woo with their technical powess, and there are self-absorbed #SoMe educators who p*** the hell out of their colleagues and students. There are teachers who are genuinely passionate and engaged with their students AND technology and how the combination can optimise learning and reach students in ways that traditional teaching may not be able to. There are those who have experimented and been rewarded and feel empowered to continue and those who have tried and failed or tried had had their fingers smacked by threatened superiors or administrators or frightened parents.

There are children who are naturally curious and respond to any and every stimulus be it text or video, paper or screen and dive right into everything and those who hang back, those who are scared of failing. Those who’ve seen it all, can do it all and more and those that need a lot of help. A LOT OF HELP. Will technology be the panacea?

I’m not sure that education has ever moved forward by revolution (and it is usually at the behest of entrenched power structures that it does so). Rather it seems to have fits and starts and intermittant warfare (remember the reading/phonics wars?)

The question I think is really, in whose interest is it that education changes, and do they have the power and control to institute those changes? And this is where it gets interesting. Coming back to the Atlantic article – it would appear to make economic sense to only have “super teachers” and to gain economies of scale, so that would benefit local / state governments wanting to save money. It may even be attractive to those wanting to pay less tax. It’s certainly interesting for commercial educational interests (Pearson etal. the most hated kid on the block it seems) to support this.

Who is driving this bus? I get the feeling that many educators are feeling like passengers, some willingly paid for the ride, some were forced to embark, some think they’re the conductor or the ticket collector, But who has set the itinerary, and is there a driver or is it a unmanned ground or cloud vehicle?

I see the changes benefiting students as they can delve deeper and go further than the curriculum would allow. Go beyond the geographical and age limitations set by traditional classrooms. I also see some of them them drowning in content without being able to absorb, internalise or think about it before moving on. I see them learning to use fabulous tools and I see them being sucked into a time-blackhole where the tool and the look of the product becomes more important than the content, the analysis, the thinking or the learning.

I don’t have answers, I just have observations and thoughts and questions right now.

Chalk talk? inquiry? technology? what really matters?

In our #INF530 course we are exposed to a wide range of thoughts and ideas. Some Facebook groups, twitter feeds, paperli, google alerts yadayada throw even more at me. One that is currently doing the rounds is whether chalk and talk is better than all this new fangled (from the 70’s no less) participatory and inquiry learning stuff. After all, look at the Chinese! Look at the Pisa results.

One of the most significant videos I have watched in the last few years was “The classroom experiment” I don’t like learning through watching videos generally, as I can read way faster than I can watch and listen, so I get bored and distracted, so it’s quite something when I say it really is worth two hours of your time.

In the last 7 years, my children and I have gone through various extremes of educations. They’ve had liberal PYP type inquiry learning, and chalk and talk rigorous structured learning with continuous high stakes assessment in the Chinese system. I’ve spent 2 years full time studying Chinese at university and I’ve spent nearly 3 years doing two masters degrees by distance learning.

I spend a lot of time talking to teachers and students and my own children, and reflecting on my own learning.

On Friday one of my teacher friends was telling me about the debriefing she’d had with her Grade 12 students on their final day of school before study weeks and exams. She’d asked them what was really important in a teacher, in the classroom setting. What really mattered. Was it inquiry, was it content, was it technology, was it the way the space was organised. Was it giving everyone a voice, was it content or thought or frequent testing or never testing or something inbetween?

Without fail she said, every single student said none of that really mattered. The only thing that really mattered was whether the teacher really cared about you and your learning or not. Knowledge and passion for the subject came next. And they then went to name teachers with widely different teaching philosophies and personalities that embodied that caring they were talking about. And the fact that they really really wanted to work hard and succeed to show the teacher that the caring was mutual.

We were then talking about how to make sure you reach each and every student in your classes, particularly if they classes are big and some students are naturally more dominant than others. She was saying she teaches nearly 80 students directly and more than 100 indirectly, and she keeps a list of each and every one, and each week goest through the list and makes notes on conversations she’s had with each and if she’s not had a personal conversation with one of them, makes sure she does so the next week. She said how easy it was for students to slip through the cracks. Especially if they were shy or unassuming or didn’t participate easily due to language or cultural barriers.

When I was studying Chinese I had a lot of struggles. It was difficult. It was really really really hard. I had a lot of smart alecks in my class (watch those videos above!), I became quieter and quieter and lost my voice. And because I wasn’t speaking, I couldn’t speak and it became more and more difficult to speak. Then in my second year I got a really old teacher. He was well into his 70’s. He’d been doing this for years. He lined us up into the traditional classroom, all facing forward. And we went through the material methodically. If we had to read, it wasn’t on a voluntary basis. He started in the front and each and everyone had to read one sentence and then we’d move on to the next student. If our pronunciation was not up to scratch he’s say “ting bu dong” (I hear but I don’t understand” and gently but relentlessly correct us until we got it right. Same would happen with working through questions and assignments. If someone tried to jump in or interject or interrupt or mock or any of the other crap that had been going on up to then he’d look up fiercely and out stare them and we’d go on.

I passed chinese. It was never easy for me no matter how easy studying had been to me before. I learnt first hand what it was to struggle as a student. I learnt how shame and fear could negatively impact on learning. And it changed my views completely on who deserved to be heard and to participate in a classroom. You know that cartoon about privilege? It’s not just about class or race or financial privilege. Is also about learning and knowing how to learn. About whether you as a child were cultivated or left to nature (see JP Gee).

I think about it often. The right of every child to learn content and learn to think. About how are assessments, or teaching, our scaffolding our assumptions shape how far they will go. The explicit and the implicit things that stand in their way and our way of making the way clear. And how we don’t even know sometimes that or what we are doing wrong.

How I used to write

A little while back I did a review of Easybib as an assignment for one of my courses. It’s a tool we recommend to our students. For a while I was impressed by it’s notetaking tool and I’ve tried using it a few times because it kind of makes intuitive sense. But it just doesn’t work for me. And I’m beginning to realise why…. read more

INF530: Assessment 4: Scholarly book review

Language and Learning in the Digital Age by James Paul Gee and Elisabeth R. Hayes, Routledge, New York, USA, 2011, 168 pp., US $29.95, ISBN: 978-0-203-83091-8 (ebk)

The idea that language has a profound effect on learning is gaining traction in the world of education – particularly as schools and tertiary institutions grapple with literacy, learning and related socio-psychological issues in an increasingly diverse cultural and linguistic student population. The contribution of James Paul Gee in this field is substantial, particularly through his work in literacy, socio- and psycho- linguistics and discourse analysis. In this book he partners up with fellow Arizona State University professor, educator Elisabeth Hayes in a grand tour de force around the themes of language, linguistics, learning and literacy and their related institutions and power structures condensing the history and understanding of millennia, culminating at the digital age, into a volume that makes conceptual and intuitive sense to both the professional and lay reader. The emphasis is on how language and learning are transformed by literacy in all its manifestations, and how they in turn transform the societies in which they are embedded.

The book consists of 14 chapters that are roughly grouped to provide an overview on language, literacy, relationships and institutions; followed by a discussion on schools and learning and finally observations and examples of digital spaces and the language usage and learning that occurs in those spaces. The concluding chapters look towards the future of language and learning within “digital social formations” (Gee & Hayes, 2011, p. 125) and summarise the “perils and possibilities” (Gee & Hayes, 2011, p. 139) of the digital age.

One of the problems with reviewing any book with “digital” in the title is speed of change in this sphere. The first criterion to judge such a work is its longevity and applicability over time and space, including universality, generalizability and scalability. In order to achieve this, it should contextualise events, trends and personal observations within a conceptual or theoretical framework. Although this framework would not necessarily be neutral, it would be reasonable to expect limited bias or value judgements. Since it is pitched to educators and the lay reader, it should inform in non-specialist language. One would expect to be left with actionable and scalable possibilities to transfer the concepts into practice. Finally such a text should function as a springboard for further investigation and research in a quest to expand knowledge or solve real world problems.

In the first six chapters the reader is introduced to basics of oral and written language as a cognitive, material and social construct with the development of language and literacy from an oral vernacular form to the current digital “post literacy” or “new literacy” and its impact on knowledge and understanding as it evolves from embodied and context situated to higher abstraction. Digital literacy is explained in the context of a system of “powering up” which commenced with the “powering up” from oral to written literacy, increasing the thought, learning and knowledge potentialities of individuals and communities. The nature and characteristics of language as formal, informal, social, informational, bonding and distancing is elucidated in the context of human and cultural interaction. This provides an intellectual backdrop to the subsequent discussion on how relationships and identities have changed as a result of first literacy and then digital affordances. While the response of institutions to literacy has been expounded on as a response to the necessity for authoritative and trustworthy interpretation of text, the response to digital literacy is still unfolding. The introduction is given in an authoritative yet non-technical jargon-free manner with the expertise of the authors in the field apparent.

On the one hand, Language and Learning in the Digital Age takes a very long view of the role of language on learning, explaining the transition from an oral to a literate and finally digital age in a fascinating analysis covering linguistics, history, philosophy, sociology and psychology. One forms an understanding of the digital age as something significant and important in history, yet part of a longer continuum. On the other hand, through the use of specific examples and extensive explanations, of gaming (The Sims and World of Warcraft) and “passionate affinity spaces” (care of cats), in chapters eight to ten, it unfortunately detracts and interrupts the flow thereby dating the work and undermining its longevity. Certainly the conceptualisation of these trends and contextualising them as part of a bigger movement is where the value of the work lies, however it would have been enhanced by more reference to other researchers in the fields of gaming (Kim, 2000; McGonigal, 2011) and affinity spaces (Gillmor, 2006; Wenger, Trayner, & de Laat, 2011) and less specific detail.
Chapter 7, on schools, gave the reader a real sense of the paradigm shift that is occurring in education. Within the context of educational institutions having the power of organisation, standardising, vetting and credentialing and where uniform language and knowledge production is expected (Gee & Hayes, 2011, Chapter 11), one can understand the reluctance to relinquish or share ownership and control over either the educational process or knowledge itself. However, Gee and Hayes’ discussion appears to be limited to the North American context, and describe a specific sub-culture of student-gamers, raising questions as to the generalizability and universality of their claims. Although online gaming appeals to this demographic, part of gaming’s defining features include a compelling goal, rules, motivating feedback system and voluntary participation (McGonigal, 2011, p. 21). Were gaming to be integrated into the schooling context the latter defining feature may be compromised. A further question is whether the solutions and examples they offer are mainstream or marginal – i.e. do they have a broad enough base to be effective – what proportion of students in a school are gaming and at what participatory level? This is something that Hughes (2009, 2010) covers in her work on belonging and identity congruence, and the book pre-dates the Minecraft phenomenon (Mulholland, 2014). Similar doubt can be raised with respect to “passionate affinity spaces”. In addition there has been some recent criticism of the current obsession with students discovering their passion and its potential harm in forcing children to commit too soon to one area at the cost of broad exploration (Heffernan, 2015).

Gee and Hayes highlight the dual disconnect between traditional schooling – with its emphasis on individual performance and assessment – and student interest; and societal / workplace needs for participation, collaboration and self-motivated learning. Digital affordances allow the emergence of “shape shifting portfolio people” (Gee & Hayes, 2011, p. 105) whose economic security is to be found in their skills, achievements and experiences which keep changing in response to market needs as they embrace life long learning and the accumulation of 21^st century skills, including technology know-how, collaboration, innovation and system and design thinking.

One of the strengths of the book is its open discussion of the “perils” of the digital age. These include questions of equity, the homogenisation of communities, a weakened concept of citizenship, polarisation, the effects of information overflow, attention and multi-tasking issues. Part of the equity crisis is attributable to the digital divide, but the authors also correctly point out language and literacy divides between families from different socio-economic classes or parenting models of “cultivation” versus “natural growth” (Gee & Hayes, 2011, p. 105) that are technology neutral but language loaded. There is a call of “how can we cultivate all our children, in and out of school, while at the same time widening our ideas of success” (Gee & Hayes, 2011, p. 106) without any attempts at an answer.

Although language is a dominant theme of this book, little attention is given to the trend of an increasing cultural and linguistic diversity in secondary and tertiary students in most OECD countries. Internationally mobile tertiary students doubled in the first decade of 2000 to nearly 4.5 million in 2011 (OECD, 2013), while the immigrant / migrant population at school level is around 20% in many countries (Australian Bureau of Statistics, 2013; “Canadian Demographics at a Glance: Some facts about the demographic and ethnocultural composition of the population,” n.d.; Center for Public Education, 2012). There is a brief discussion on learning to read in a second language (Gee & Hayes, 2011, Chapter 7) when oral ability may have been compromised, but that vastly understates the extend of the problem and the necessity for some theory or guidance as to how to cope with this demographic and linguistic shift.

Valid questions are raised around the questions of citizenship, the private and public self and spheres and communities formed by common interest and socio-economic status. In this, the authors are still referring to national or physical citizenship, while subsequent conversations have broadened to the concept of digital citizenship (Boudrye, 2014; Missingham, 2009; Moreillon, 2013; Waters, 2012; Way, 2013) which is hinted at, but not yet in the scope of this work.

In a recent review of their online HBX CORe program, Harvard Business school echoed the advantages of online collaboration in helping overcome (in particular gender) biases and behaviours of traditional classrooms (Anand, Hammond, & Narayanan, 2015). But while the authors celebrate the affordance of the digital sphere in allowing spaces to be gender, race or class neutral or disguised, depending on the assumed identity of the participant (Gee & Hayes, 2011, pp. 36, 89, 130), the darker sides of disguise and anonymity such as cyberbullying (“Cyberbullying Statistics,” 2013), Munchausen by internet (Feldman, 2012), and identity theft and fraud (“ID Theft & Fraud,” 2015) are not touched on. Nor are other aspects of cyber-security such as privacy, or cyber-heroism / journalism such as the wiki-leaks episodes, which exploded in 2010 and remain relevant in the context of institutions, expertise, and citizen access to information and knowledge but were probably too late to include in the book.

This leads to a sly observation on the choice of the authors to write a book. Even though the book is available as an eBook there is a surprising absence of any of the visual or digital affordances the authors refer to in their work. There are no illustrations or diagrams and the only nod to the digital universe are a few hyperlinks in the reference section of the eBook. Aside from the 163 citations to be found on Google Scholar, no social media community has grown around the book. Neither Hayes nor Gee are active on Twitter, the academic blog of Gee doesn’t allow comment (Gee, 2014) and both that and his private blog (Gee, 2013) have been inactive for a while. This serves to subtly underline that the digital age is on the cusp of significant change that can be researched and written about, but that few educational institutions and their high priests are ready to make the plunge and embrace the affordances personally – in this field, except perhaps for people like Weinberger (2014) and Downes (2012) and then only up to a point. But there will be more in the future.

There are good reasons why book reviews are written shortly after publication, and not just to enhance sales. Books are not (yet) meta-objects that change and evolve in response to changing events, theories, circumstances and analysis. For that, authors write subsequent books, as Gee has in fact done. Post-hoc critique with hindsight is easy, and despite this the authors have achieved the most important goal of a written manuscript – to provoke reaction, thought and further investigation so as to expand knowledge on a topic and stimulate a quest for answers to the questions that are provoked or unanswered as the reader attempts to contextualise the work in the light of what has followed after the authors laid down their pens.

References

Anand, B., Hammond, J., & Narayanan, V. (2015, April 14). What Harvard Business School Has Learned About Online Collaboration From HBX. Retrieved April 19, 2015, from https://hbr.org/2015/04/what-harvard-business-school-has-learned-about-online-collaboration-from-hbx

Australian Bureau of Statistics. (2013). Australian Social Trends, April 2013. Retrieved December 14, 2014, from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features30April+2013

Boudrye, J. (2014, January 13). So, Who’s Teaching Children About Digital Citizenship? Retrieved May 15, 2014, from http://www.aplatformforgood.org/teachers/blog/entry/so-whos-teaching-children-about-digital-citizenship

Canadian Demographics at a Glance: Some facts about the demographic and ethnocultural composition of the population. (n.d.). Retrieved December 14, 2014, from http://www.statcan.gc.ca/pub/91-003-x/2007001/4129904-eng.htm

Center for Public Education. (2012, May). The United States of education: The changing demographics of the United States and their schools. Retrieved December 14, 2014, from http://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html

Cyberbullying Statistics. (2013). Retrieved April 18, 2015, from http://www.internetsafety101.org/cyberbullyingstatistics.htm

Downes, S. (2012). My eBooks [Web Log]. Retrieved April 19, 2015, from http://www.downes.ca/me/mybooks.htm

Feldman, M. D. (2012, October 19). Munchausen by Internet can be bad for your health forum. Retrieved April 18, 2015, from http://www.theguardian.com/commentisfree/2012/oct/19/munchausen-by-internet-health-support-sites

Gee, J. P. (2013, April 22). The Bare Ruined Tower – An Informal Blog [Web Log]. Retrieved April 18, 2015, from https://jamespaulgee.wordpress.com/

Gee, J. P. (2014, March 31). James Paul Gee. Retrieved April 18, 2015, from http://www.jamespaulgee.com/

Gee, J. P., & Hayes, E. (2011). Language and learning in the digital age (1st ed). New York, NY: Routledge.

Gillmor, D. (2006). We the media: grassroots journalism by the people, for the people (Pbk. ed). Beijing ; Sebastopol, CA: O’Reilly.

Heffernan, L. (2015, April 8). Our Push for “Passion,” and Why It Harms Kids. Retrieved April 16, 2015, from http://parenting.blogs.nytimes.com/2015/04/08/our-push-for-passion-and-why-it-harms-kids/?_r=0

Hughes, G. (2009). Social software: new opportunities for challenging social inequalities in learning? Learning, Media and Technology, 34(4), 291–305. http://doi.org/10.1080/17439880903338580

Hughes, G. (2010). Identity and belonging in social learning groups: the importance of distinguishing social, operational and knowledge-related identity congruence. British Educational Research Journal, 36(1), 47–63. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=47587303&site=ehost-live

ID Theft & Fraud. (2015). Retrieved April 18, 2015, from https://www.staysafeonline.org/stay-safe-online/protect-your-personal-information/id-theft-and-fraud

Kim, A. J. (2000). Community building on the Web. Berkeley, CA: Peachpit Press.

McGonigal, J. (2011). Reality is broken: why games make us better and how they can change the world. London: Jonathan Cape.

Missingham, R. (2009). Encouraging the digital economy and digital citizenship. Special Issue on the ALIA Public Libraries Summit 2009, 58(4), 386. Retrieved from http://www.alia.org.au/publishing/alj/58/ALJ_Nov2009_Vol_58_N4_web.pdf#page=47

Moreillon, J. (2013). Leadership: Teaching Digital Citizenship. School Library Monthly, 30(1), 26–27. Retrieved from http://www.schoollibrarymonthly.com/articles/pdf/QRv30n1p26.pdf

Mulholland, A. (2014, September 15). Minecraft: Why are kids, and educators, so crazy for it? Retrieved April 18, 2015, from http://www.ctvnews.ca/lifestyle/minecraft-why-are-kids-and-educators-so-crazy-for-it-1.2006975

OECD. (2013). How is international student mobility shaping up? (Education Indicators in Focus). OECD.

Waters, J. K. (2012, September 4). Turning Students into Good Digital Citizens. Retrieved January 2, 2015, from http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx

Way, J. (2013). Digital citizenship. Retrieved December 7, 2014, from http://www2.curriculum.edu.au/scis/connections/issue_85_2013/feature_article/digital_citizenship.html

Weinberger, D. (2014). David Weinberger. Retrieved April 19, 2015, from http://cyber.law.harvard.edu/people/dweinberger

Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework (No. 18). Netherlands: Ruud de Moor Centrum.

Whose search history would you like to see?

FastCo had an interesting post yesterday about how you can download your browsing history on google (Twitter also lets you download your tweeting history) and how you could then see what marketeers and google knows about you. I don’t think that’s nearly as interesting as the potential if you could see the browsing history of really interesting people. Or people who are making an impact on thought or research in a particular field…. read more

INF530 Assignment Book Review: Language and Learning in the Digital Age

Language and Learning in the Digital Age by James Paul Gee and Elisabeth R. Hayes, Routledge, New York, USA, 2011, 168 pp., US $29.95, ISBN: 978-0-203-83091-8 (ebk)

Plagiarism – time for a review?

I’ve just been exposed to a few discussions on plagiarism which I share in a post here.

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References

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