Home > Research > Publications & Outputs > Between the Blabbering Noise of Individuals or ...

Electronic data

  • PDSE_Arndt_et_al

    Rights statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s42438-019-00037-y

    Accepted author manuscript, 806 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Links

Text available via DOI:

View graph of relations

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

Research output: Contribution to journalJournal articlepeer-review

Published

Standard

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many : a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018). / Dawson, Mark; Arndt, Sonja; Asher, Gordon ; Knox, Jeremy; Ford, Derek; Hayes, Sarah.

In: Postdigital Science and Education, Vol. 1, 01.10.2019, p. 446–474.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Vancouver

Author

Dawson, Mark ; Arndt, Sonja ; Asher, Gordon ; Knox, Jeremy ; Ford, Derek ; Hayes, Sarah. / Between the Blabbering Noise of Individuals or the Silent Dialogue of Many : a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018). In: Postdigital Science and Education. 2019 ; Vol. 1. pp. 446–474.

Bibtex

@article{9b37471e1a0d4328a0143294af45a40a,
title = "Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandri{\'c} et al. 2018)",
abstract = "This article is a multi-authored response to an editorial ‵Postdigital Science and Education′ published in 2018 by Petar Jandri{\'c}, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors{\textquoteright} responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid over-emphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as {\textquoteleft}the critical postdigital{\textquoteright} and {\textquoteleft}postdigital reflexivity{\textquoteright}; they also warn about the group{\textquoteright}s own shortcomings such as the lack of {\textquoteleft}real{\textquoteright} sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.",
keywords = "Postdigital, Dialogue, Collective, Science, Education, Identity",
author = "Mark Dawson and Sonja Arndt and Gordon Asher and Jeremy Knox and Derek Ford and Sarah Hayes",
note = "The final publication is available at Springer via http://dx.doi.org/10.1007/s42438-019-00037-y",
year = "2019",
month = oct,
day = "1",
doi = "10.1007/s42438-019-00037-y",
language = "English",
volume = "1",
pages = "446–474",
journal = "Postdigital Science and Education",
issn = "2524-4868",

}

RIS

TY - JOUR

T1 - Between the Blabbering Noise of Individuals or the Silent Dialogue of Many

T2 - a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

AU - Dawson, Mark

AU - Arndt, Sonja

AU - Asher, Gordon

AU - Knox, Jeremy

AU - Ford, Derek

AU - Hayes, Sarah

N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/s42438-019-00037-y

PY - 2019/10/1

Y1 - 2019/10/1

N2 - This article is a multi-authored response to an editorial ‵Postdigital Science and Education′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors’ responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid over-emphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as ‘the critical postdigital’ and ‘postdigital reflexivity’; they also warn about the group’s own shortcomings such as the lack of ‘real’ sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.

AB - This article is a multi-authored response to an editorial ‵Postdigital Science and Education′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors’ responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid over-emphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as ‘the critical postdigital’ and ‘postdigital reflexivity’; they also warn about the group’s own shortcomings such as the lack of ‘real’ sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.

KW - Postdigital

KW - Dialogue

KW - Collective

KW - Science

KW - Education

KW - Identity

U2 - 10.1007/s42438-019-00037-y

DO - 10.1007/s42438-019-00037-y

M3 - Journal article

VL - 1

SP - 446

EP - 474

JO - Postdigital Science and Education

JF - Postdigital Science and Education

SN - 2524-4868

ER -