Search results for author:"Cathy Burnett"
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The (Im)Materiality of Educational Space: Interactions between Material, Connected and Textual Dimensions of Networked Technology Use in Schools
E-Learning and Digital Media Vol. 8, No. 3 (2011) pp. 214–227
In contributing to understanding about the barriers and opportunities associated with new technologies in educational settings, this article explores dimensions of the educational spaces associated with using networked technologies in contemporary...
Being Together in Classrooms at the Interface of the Physical and Virtual: Implications for Collaboration in On/off-Screen Sites
Learning, Media and Technology Vol. 41, No. 4 (2016) pp. 566–589
This article contributes to thinking about collaboration in classroom/virtual environments by considering how children (aged 10-11) engage in the process of "being together" at the interface of the physical and virtual. It argues that, if...
"That's More like How They Know Me as a Person": One Primary Pre-Service Teacher's Stories of Her Personal and "Professional" Digital Practices
Literacy Vol. 43, No. 2 (July 2009) pp. 75–82
In contributing to debates about how student-teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student-teacher told of her digital practices during a larger ...
Pre-Service Teachers' Digital Literacy Practices: Exploring Contingency in Identity and Digital Literacy in and out of Educational Contexts
Language and Education Vol. 25, No. 5 (2011) pp. 433–449
This paper highlights the significance of teacher identity to debates about the disconnect between digital literacies within and beyond school by exploring pre-service teachers' perspectives on digital literacy practices in their personal and...
Investigating Pupils' Interactions around Digital Texts: A Spatial Perspective on the "Classroom-Ness" of Digital Literacy Practices in Schools
Educational Review Vol. 66, No. 2 (2014) pp. 192–209
This paper complements debates around use of new technologies and literacy in education by proposing a focus on "classroom-ness." It highlights the significance of incidental, everyday and ephemeral practices associated with classroom...
Investigating Children's Interactions around Digital Texts in Classrooms: How Are These Framed and What Counts?
Education 3-13 Vol. 43, No. 2 (2015) pp. 197–208
This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what...
English Teaching: Practice and Critique Vol. 10, No. 1 (May 2011) pp. 41–57
In this paper we look at what the critical tradition in education has to offer to the phenomenon of social media. Through an overview and evaluation of the approaches advocated by practitioners of critical literacy and critical media literacy, we...
Journal of Literacy Research Vol. 48, No. 3 (2016) pp. 258–279
Rich and complex meaning making experiences, such as those associated with virtual play, sit uneasily with the view of literacy reflected in and sustained by current systems of accountability in education. This article develops a baroque perspective ...
Literacy Vol. 52, No. 2 (2018) pp. 62–69
Discourses of reading for pleasure have seldom addressed the multiple and complex digital media practices of children and young people or the changing nature of literacy. This article explores the affective encounters that are generated in the...
Literacy Vol. 39, No. 3 (November 2005) pp. 158–165
The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on "reading the web", however, has focused largely on the different skills...
Points of View: Reconceptualising Literacies through an Exploration of Adult and Child Interactions in a Virtual World
Journal of Research in Reading Vol. 37, No. 1 (February 2014) pp. 36–50
This article explores theoretical and methodological issues in literacy studies emerging from an investigation of how children and adults make meanings when virtual worlds are embedded in classroom contexts. Drawing on the work of Law and Mol and...
Cambridge Journal of Education Vol. 36, No. 1 (March 2006) pp. 11–29
Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with...
Discourse: Studies in the Cultural Politics of Education Vol. 35, No. 1 (2014) pp. 90–103
This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for...