Sociomaterial Texts, Spaces and Devices: Questioning ‘Digital Dualism’ in Library and Study Practices

Gourlay, Lesley; Lanclos, Donna; Oliver, Martin

doi:10.1111/hequ.12075

Cited by 20 publications

(15 citation statements)

References 17 publications

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“…Emerging postdigital perspectives, championed by the journal of Postdigital Science and Education in which this article is published, reject the notion that education can ever be entirely online or digital; instead, it always involves the combination of digital, biological, material and social (Jandrić et al 2018). This perspective also brings into question the possibility of entirely Bface-to-face^courses (Gourlay et al 2015) or of distinguishing blended learning from any other kind of learning (Oliver and Trigwell 2005). With the possible exception of groups that have somehow managed to entirely eschew digital technology in their day-to-day lives, contemporary face-to-face learning is blended learning for all intents and purposes.…”

Section: Digital Education (And Its Synonyms)mentioning

confidence: 94%

Postdigital Education in Design and Practice

2018

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Digital education is one of a number of terms (including e-learning, technologyenhanced learning, online learning, blended learning) that have seen increasing use in educational discourse and in the branding of educational programmes. A lack of conceptual clarity around such terms makes it easier for different groups to appropriate them in the service of conflicting agendas. In this paper, I discuss the pros and cons of the tendency to distinguish between digital and non-digital, arguing that while concepts like Bdigital education^can be useful insofar as they encourage people to look closer at the design and practice of teaching and learning, they become problematic when used to close down ideas or attribute essential properties to technology. Considering the implications for understanding institutional initiatives, student practices, and the interplay between teaching design and orchestration, I argue for a postdigital perspective in which all education-even that which is considered to lie outside of digital educationtakes account of the digital and non-digital, material and social, both in terms of the design of educational activities and in the practices that unfold in the doing of those activities.

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Section: Digital Education (And Its Synonyms)mentioning

confidence: 94%

Postdigital Education in Design and Practice

2018

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“…In 6 minutes they produce a color-coded sketch (occasionally a list) of all of the places they inhabit or visit when doing their academic work. At this point I have collected maps from the UK and the US, and in each case participants map the library as part of a larger system (Gourlay, Lanclos and Oliver, 2015). An undergraduate map from Charlotte, North Carolina, shows the dotted lines of the movement of a student from her apartment, to her friend's house, to the fast-food restaurant (which has free 24-hour Wi-Fi) near where she works, to the university campus, and the classroom buildings where she lurks in hallways between lectures until she has time to settle into the Student Union for a break and more studying (thanks to more Wi-Fi), or the library for the same, depending on where her next class is located on campus.…”

Section: Ethnography As a Methodsmentioning

confidence: 99%

Embracing an Ethnographic Agenda: Context, Collaboration, and Complexity

Lanclos¹

2016

Preprint

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Modern library services can be incredibly complex. Much more so than their forebears, modern librarians must grapple daily with questions of how best to implement innovative new services, while also maintaining and updating the old. The efforts undertaken are immense, but how best to evaluate their success?In this groundbreaking new book from Routledge, library practitioners, anthropologists, and design experts combine to advocate a new focus on User Experience (or 'UX') research methods. Through a combination of theoretical discussion and applied case studies, they argue that this ethnographic and humancentred design approach enables library professionals to gather rich evidencebased insights into what is really going on in their libraries, allowing them to look beyond what library users say they do to what they actually do.Edited by the team behind the international UX in Libraries conference, User Experience in Libraries will ignite new interest in a rapidly emerging and gamechanging area of research. Clearly written and passionately argued, it is essential reading for all library professionals and students of Library and Information Science. It will also be welcomed by anthropologists and design professionals working in related fi elds.Andy Priestner manages Cambridge University's pioneering FutureLib innovation programme, employing user experience and design thinking to develop new library services across the university. He is the founder of the UX in Libraries Conference and provides training and consultancy on the subject to institutions across Europe.Matt Borg was an academic librarian at Sheffi eld Hallam University for fourteen years, during which time he was responsible for a new research-based approach to user experience. He is now a Solutions Expert at ProQuest's Ex Libris, where he works to bring new technology to libraries across Europe, as well as a freelance trainer in UX techniques.

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“…Another advantage of third space theory lies in its links to socio-material theories (Gourlay, Lanclos, & Oliver, 2015;Gutiérrez, 2008). Socio-materiality refers to the idea that materiality and sociality are deeply intertwined.…”

Section: Third Space Theorymentioning

confidence: 99%

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Mertala¹

2019

Preprint

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The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education.The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory.The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users.The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology.

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Sociomaterial Texts, Spaces and Devices: Questioning ‘Digital Dualism’ in Library and Study Practices

Cited by 20 publications

References 17 publications

Postdigital Education in Design and Practice

Postdigital Education in Design and Practice

Embracing an Ethnographic Agenda: Context, Collaboration, and Complexity

Two worlds collide? Mapping the third space of ICT integration in early childhood education

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