Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 302-317 |
| Number of pages | 16 |
| Journal | Teaching in Higher Education |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 20 Feb 2019 |
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Keywords
- digital literacy
- philosophy of ignorance
- epistemology
- higher education
- writing
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Just Google it! Digital literacy and the epistemology of ignorance. / Bhatt, Ibrar; MacKenzie, Alison.
In: Teaching in Higher Education, Vol. 24, No. 3, 20.02.2019, p. 302-317.Research output: Contribution to journal › Article
TY - JOUR
T1 - Just Google it! Digital literacy and the epistemology of ignorance
AU - Bhatt, Ibrar
AU - MacKenzie, Alison
PY - 2019/2/20
Y1 - 2019/2/20
N2 - In this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms), and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular forms of digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it.
AB - In this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms), and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular forms of digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it.
KW - digital literacy
KW - philosophy of ignorance
KW - epistemology
KW - higher education
KW - writing
U2 - 10.1080/13562517.2018.1547276
DO - 10.1080/13562517.2018.1547276
M3 - Article
VL - 24
SP - 302
EP - 317
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 3
ER -