Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/80668
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dc.contributor.authorHope, A.en
dc.date.issued2013en
dc.identifier.citationLearning, Media & Technology (Print), 2013; 38(3):270-283en
dc.identifier.issn1743-9884en
dc.identifier.issn1743-9892en
dc.identifier.urihttp://hdl.handle.net/2440/80668-
dc.description.abstractDespite 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.en
dc.description.statementofresponsibilityAndrew Hopeen
dc.language.isoenen
dc.publisherRoutledgeen
dc.rights© 2013 Taylor & Francisen
dc.subjectschool internet; over-blocking; curriculum and pedagogy; risk; zemiologyen
dc.titleThe shackled school internet: zemiological solutions to the problem of over-blockingen
dc.typeJournal articleen
dc.identifier.doi10.1080/17439884.2012.670646en
pubs.publication-statusPublisheden
Appears in Collections:Education publications

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