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dc.contributor.authorHall, Richarden
dc.date.accessioned2012-04-04T09:03:05Z
dc.date.available2012-04-04T09:03:05Z
dc.date.issued2008
dc.identifier.citationHall R (2008), The Impact of the Read/Write Web on Learner Agency. E-Learning and Digital Media, 5 (3), pp. 284-296en
dc.identifier.issn2042-7530
dc.identifier.urihttp://hdl.handle.net/2086/5877
dc.description.abstractThis 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.isoenen
dc.titleThe Impact of the Read/Write Web on Learner Agencyen
dc.typeArticleen
dc.identifier.doihttp://dx.doi.org/10.2304/elea.2008.5.3.284
dc.peerreviewedYesen
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen
dc.researchinstituteCentre for Urban Research on Austerity (CURA)en


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