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1. ELO: Theory, Practice, and Activism

   One of several early career participants at the Electronic Literature Organization’s Summer 2012 “Futures” panel, Claire Donato comes down on the side of non-commercial, non-entrepreneurial, educational approaches to an emerging digital literary practice.

   clairedonato - 27.06.2014 - 21:16

2. Review of Williams's How to be an Intellectual

   In this review of How to Be an Intellectual: Essays on Criticism, Culture, and the University, Christopher Findeisen analyzes Jeffrey J. Williams’s assessment of higher education in the United States. Linking the decline of funding for universities and colleges, rising student debt, the exploitation of academic labor, and the digital humanities, the review examines the omission of accounts of “the not-so-remarkable everyperson academic, the untenured, the up-and-comers, and the downtrodden.

   (source: http://electronicbookreview.com/thread/criticalecologies/properly)

   Malene Fonnes - 12.09.2017 - 15:03

3. Academia.“edu”

   Investigating the question of whether academics should be concerned that Academia.edu is not an educational institution, Johannah Rodgers finds that the answers depend on your definition of “education” and which parties you ask.

   (Source: EBR)

   Filip Falk - 26.09.2017 - 12:32

4. Life Sentences for the New America

   Tim Keane reviews David Matlin’s Prisons: Inside the New America.

   Ana Castello - 06.12.2017 - 19:47

5. The text and cultural politics

   The school curriculum is not neutral knowledge. Rather, what counts as legitimate knowledge is the result of complex power relations, struggles, and compromises among identifiable class, race, gender, and religious groups. A good deal of conceptual and empirical progress has been made in the last 2 decades in answering the question of whose knowledge becomes socially legitimate in schools. Yet, little attention has actually been paid to that one arti-fact that plays such a major role in defining whose culture is taught–the textbook. In this article, I discuss ways of approaching texts as embodiments of a larger process of cultural politics. Analyses of them must focus on the complex power relationships involved in their production, contexts, use, and reading. I caution us against employing overly reductive kinds of perspectives and point to the importance of newer forms of textual analysis that stress the politics of how students actually create meanings around texts. Finally, I point to some of the implications of all this for our discussions of curriculum policy.

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:27

6. Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:34

7. The Challenge of 21st-Century Literacies

   In the second edition of their influential book New Literacies: Everyday Practices and Classroom Learning, Lankshear and Knobel argued that engagement with these practices was “largely confined to learners’ lives in spaces outside of schools.” That was nearly 10 years ago, and in some respects, very little has changed. In many classrooms, there is a lot more technology than there was back then; for instance, the provision of interactive whiteboards, desktops, laptops, and portable devices is better, and there is a greater variety of software and hardware on offer. Yet, even when equipment is available, up to date, and in good working order, problems of curricular integration still arise. Despite all the rhetoric about the importance of new or digital literacies in education, recent curricular reforms and their associated assessment regimes have tended to privilege traditional literacy skills and printed text. An expansive view of new literacies in practice seems hard to realize. Why should this be the case?

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:49

8. Introduction: Critical studies of digital education platforms

   Introduction: Critical studies of digital education platforms

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:25

9. Editorial: the datafication of education

   Editorial: the datafication of education

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:34

10. Automation, APIs and the distributed labour of platform pedagogies in Google Classroom

    Digital platforms have become central to interaction and participation in contemporary societies. New forms of ‘platformized education’ are rapidly proliferating across education systems, bringing logics of datafication, automation, surveillance, and interoperability into digitally mediated pedagogies. This article presents a conceptual framework and an original analysis of Google Classroom as an infrastructure for pedagogy. Its aim is to establish how Google configures new forms of pedagogic participation according to platform logics, concentrating on the cross-platform interoperability made possible by application programming interfaces (APIs).

    Daniel Johannes Flaten Rosnes - 17.06.2021 - 22:27

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