This book provides a critical commentary on key issues around learning in the digital age in both formal and informal educational settings. Addressing and developing a theory of a 'third space' for learning, the book presents research and thinking about new dynamic literacies, porous expertise, digital making/coding/remixing, curation, storying in digital media, open learning, the networked educator and a number of related topics. The book takes as its starting point the idea that an emphasis on technology and media, as part of material culture and lived experience, is much needed in the discussion of education, along with a criticality which is too often absent in the discourse around technology and learning. It constructs a narrative thread and a critical synthesis from a sociocultural account of the memes and stereotypical positions around learning, media and technology in the digital age, and will be of great interests to academics interested in the mechanics of learning and the effects of technology on the education experience.
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