Primary tabs

Sociomaterial texts, spaces and devices : Questioning ‘digital dualism’ in library and study practices

Search for this publication on Google Scholar
Lanclos, D. M., Gourlay, L., & Oliver, M. (2015). Sociomaterial texts, spaces and devices : Questioning ‘digital dualism’ in library and study practices. Higher Education Quarterly. https://doi.org/doi:10.31235/osf.io/7uhce
Download PDF

Analytics

75 views ◎
28 downloads ⇓


Description

Work on students' study practices posits the digital and material as separate domains, with the ‘digital’ assumed to be disembodied, decontextualised and free-floating, and spaces in the material campus positioned as prototypically ‘traditional’ and analogue. Libraries in particular are often characterised as symbolic of predigital literacy practices and forms of meaning making. This binary oversimplifies student engagement, particularly in relation to their creation of and interactions with texts. Two studies illustrate this: an investigation of student and staff textual practices that explored the complex and emergent networks they created, adapted and maintained; and one that explored perceptions and use of library spaces (digital and physical). A sociomaterial analysis shows the ongoing importance of institutional, personal and public spaces. This demonstrates that in order to enhance the student experience, a more nuanced understanding of the complex, emergent relationships between digital and print, device and user, and author and text is required.

Details
Title

Sociomaterial texts, spaces and devices : Questioning ‘digital dualism’ in library and study practices

Author(s)

Lanclos, Donna M., 1970-
Gourlay, Lesley
Oliver, Martin, 1973-

UNC Charlotte Affiliate Type

Faculty

Publisher

Higher Education Quarterly

Extent

1 online resource

Date Published

2015

Date Created

2015

Material Type

Journal article

Genre

articles

Resource Type

text

Abstract

Work on students' study practices posits the digital and material as separate domains, with the ‘digital’ assumed to be disembodied, decontextualised and free-floating, and spaces in the material campus positioned as prototypically ‘traditional’ and analogue. Libraries in particular are often characterised as symbolic of predigital literacy practices and forms of meaning making. This binary oversimplifies student engagement, particularly in relation to their creation of and interactions with texts. Two studies illustrate this: an investigation of student and staff textual practices that explored the complex and emergent networks they created, adapted and maintained; and one that explored perceptions and use of library spaces (digital and physical). A sociomaterial analysis shows the ongoing importance of institutional, personal and public spaces. This demonstrates that in order to enhance the student experience, a more nuanced understanding of the complex, emergent relationships between digital and print, device and user, and author and text is required.

Subjects--Topics

Education, Higher
Libraries

Is Part Of

Higher education quarterly

Volume

69

Issue

3

ISSN

0951-5224

Beginning Page Number

263

Ending Page Number

278

Language

English

Published Version (Please cite this version)

doi:10.31235/osf.io/7uhce

Permalink

http://hdl.handle.net/20.500.13093/work:89

Rights

This item may be protected by copyright and other related rights. Atkins Library provides access to this item for educational and research purposes only; other uses require the permission of the copyright holder.