The Impact of the Read/Write Web on Learner Agency

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dc.contributor.author Hall, Richard en
dc.date.accessioned 2012-04-04T09:03:05Z
dc.date.available 2012-04-04T09:03:05Z
dc.date.issued 2008
dc.identifier.citation Hall R (2008), The Impact of the Read/Write Web on Learner Agency. E-Learning and Digital Media, 5 (3), pp. 284-296 en
dc.identifier.issn 2042-7530
dc.identifier.uri http://hdl.handle.net/2086/5877
dc.description.abstract This article scopes some of the key political elements in the higher educational use of the read/write web, or Web2.0 as it is commonly known. It investigates ways in which these tools can be used to enhance deliberative democracy, the associations between individuals and their capability for decision-making. The structuring of spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts upon the agency, access and participation, and associations that are afforded by those contexts. Where differences exist between students and/or their tutor(s), the read/write web affords tools for representing such variation. Herewith the voices of both learners and tutors are evaluated, in order to argue that the read/write web can be used positively to acknowledge difference and promote agency. en
dc.language.iso en en
dc.title The Impact of the Read/Write Web on Learner Agency en
dc.type Article en
dc.identifier.doi http://dx.doi.org/10.2304/elea.2008.5.3.284
dc.peerreviewed Yes en


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