Abstract

There is growing interest in the impact of digital technologies on meaning-making practices and identity in education, which has been explored via the related concepts of ‘digital scholarship’ and ‘digital literacies’. However, to date, much published work in this area has been descriptive, identifying possibilities or promoting specific kinds of intervention. Far rarer is work that develops concepts, links to research outside of the field of learning technology or work that uses new data to challenge existing orthodoxies.(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 23834 - http://dx.doi.org/10.3402/rlt.v21.23834

Highlights

  • There is growing interest in the impact of digital technologies on meaning-making practices and identity in education, which has been explored via the related concepts of ‘digital scholarship’ and ‘digital literacies’

  • Substantial effort has been invested in developing and promoting digital literacy. It has been the focus of European projects (Martin and Grudziecki 2006); became the cornerstone for substantial investment in the United Kingdom by the JISC (Beetham, McGill and Littlejohn 2009), leading to 12 projects being funded1; became the focus for an The Economic and Social Research Council (ESRC) seminar series,2 which led to a book being produced (Goodfellow and Lea 2013); and has stimulated international networks such as the UK-Canadian programme of workshops on ‘New Media, New Literacies and New Forms of Learning’

  • In the United Kingdom, the Finch Working Group (2012) recommended a wholesale move to ‘Gold’ open access in response to the ‘widespread perception, in the UK and across the world, that the full benefits of advances in technologies and services in the online environment have yet to be realized’ (p. 4) Á recommendations that were endorsed by the UK government that will soon be linked to funding requirements, even though the ‘complex ecology with many different agents and stakeholders’ (p. 13) in which this intervention is located has not been well described nor understood

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Summary

Introduction

There is growing interest in the impact of digital technologies on meaning-making practices and identity in education, which has been explored via the related concepts of ‘digital scholarship’ and ‘digital literacies’. The European Union has communicated its intent to require research outputs (and potentially data) to be made ‘open’ (European Commission 2012), primarily in digital form. The concepts of ‘digital scholarship’ or ‘open scholarship’ in general have tended to refer to the impact of digital technologies on academics’ practices, as with the Open University digital scholarship research strand,4 or else refer to data management, as with the Royal Society’s Open Science report.5

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