摘要：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
其他摘要：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
