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dc.contributor.authorTraxler, John
dc.date.accessioned2017-05-18T10:55:54Z
dc.date.available2017-05-18T10:55:54Z
dc.date.issued2017-04
dc.identifier.citationTraxler, J. (2017). Learning with Mobiles in Developing Countries: Technology, Language, and Literacy. International Journal of Mobile and Blended Learning, 9 (2), pp 1-15.
dc.identifier.issn1941-8647
dc.identifier.doi10.4018/IJMBL.2017040101
dc.identifier.urihttp://hdl.handle.net/2436/620477
dc.description.abstractIn the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherIGI Global
dc.relation.urlhttps://www.igi-global.com/gateway/article/179603
dc.subjectDigital Literacy
dc.subjectGlobal South
dc.subjectInterface and Handset Technology
dc.subjectLanguage
dc.subjectMobile learning
dc.titleLearning with Mobiles in Developing Countries: Technology, Language, and Literacy
dc.typeJournal article
dc.identifier.journalInternational Journal of Mobile and Blended Learning
dc.contributor.institutionInstitute of Education, University of Wolverhampton, Walsall, UK
dc.date.accepted2016-09-25
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUOW180517JT
rioxxterms.versionVoR
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2018-04-26
dc.source.volume9
dc.source.issue2
dc.source.beginpage1
dc.source.endpage15
refterms.dateFCD2018-10-19T09:10:47Z
refterms.versionFCDVoR
refterms.dateFOA2018-04-26T00:00:00Z
html.description.abstractIn the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South.


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