The Impact of the Read/Write Web on Learner Agency

Date

2008

Advisors

Journal Title

Journal ISSN

ISSN

2042-7530

Volume Title

Publisher

Type

Article

Peer reviewed

Yes

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.

Description

Keywords

Citation

Hall R (2008), The Impact of the Read/Write Web on Learner Agency. E-Learning and Digital Media, 5 (3), pp. 284-296

Rights

Research Institute

Institute for Research in Criminology, Community, Education and Social Justice
Centre for Urban Research on Austerity (CURA)