Please use this identifier to cite or link to this item:
https://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 and Technology, 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 |
DOI: | 10.1080/17439884.2012.670646 |
Published version: | http://dx.doi.org/10.1080/17439884.2012.670646 |
Appears in Collections: | Aurora harvest Education publications |
Files in This Item:
File | Description | Size | Format | |
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RA_hdl_80668.pdf Restricted Access | Restricted Access | 98.67 kB | Adobe PDF | View/Open |
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