Trials of the rhizomatic learner

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dc.contributor.authorLong, Fiachra
dc.date.accessioned2016-07-12T08:26:54Z
dc.date.available2016-07-12T08:26:54Z
dc.date.issued2014-06
dc.date.updated2015-10-21T14:34:34Z
dc.description.abstractHow should educators respond to the whole phenomenon of ‘digital learning’? This question has been in vogue for the past twenty years or more and there is a need for a regular renewal of this question as societies change. This article will draw on some post-structuralist writing, particularly Deleuze and Guattari, to try to understand better the divide between the optimistic account and the pessimistic account of the effect of ICT on teaching and learning. It argues in particular 1) that ICT in its current form signals a paradigm shift in education—but this thesis is difficult either to prove or disprove; 2) that Deleuze and Guattari’s rhizome provides us with a theoretical tool for understanding the pedagogical nature of this shift; 3) that this change is wider than literacy itself and announces posthuman elements in the socio-cultural environment of learning.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLong, F. (2014) 'Trials of the rhizomatic learner', RicercAzione, 6(1), pp. 85-97.en
dc.identifier.endpage97en
dc.identifier.issued1en
dc.identifier.journaltitleRicercAzioneen
dc.identifier.startpage85en
dc.identifier.urihttps://hdl.handle.net/10468/2856
dc.identifier.volume6en
dc.language.isoenen
dc.publisherEdizioni Erikson, Trentoen
dc.relation.urihttp://www.iprase.tn.it/pubblicazioni/ricercazione/
dc.rights© 2014, Edizioni Erikson, Trento.en
dc.subjectDigital literacyen
dc.subjectRhizomeen
dc.subjectSocial mediaen
dc.subjectPosthumanismen
dc.titleTrials of the rhizomatic learneren
dc.typeArticle (peer-reviewed)en
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