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The Digital Classroom: New Social Media and Teaching Victorian Crime

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

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The Digital Classroom: New Social Media and Teaching Victorian Crime. / Alker, Zoe.
In: Law, Crime and History, Vol. 5, No. 1, 2015, p. 77-92.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alker, Z 2015, 'The Digital Classroom: New Social Media and Teaching Victorian Crime', Law, Crime and History, vol. 5, no. 1, pp. 77-92. <https://lawcrimehistory.org/journal/vol.5%20issue1%202015/Alker%20Blogging%20as%20assessment.pdf>

APA

Alker, Z. (2015). The Digital Classroom: New Social Media and Teaching Victorian Crime. Law, Crime and History, 5(1), 77-92. https://lawcrimehistory.org/journal/vol.5%20issue1%202015/Alker%20Blogging%20as%20assessment.pdf

Vancouver

Alker Z. The Digital Classroom: New Social Media and Teaching Victorian Crime. Law, Crime and History. 2015;5(1):77-92.

Author

Alker, Zoe. / The Digital Classroom: New Social Media and Teaching Victorian Crime. In: Law, Crime and History. 2015 ; Vol. 5, No. 1. pp. 77-92.

Bibtex

@article{d849742b6a6b41f2be95919608ef678a,
title = "The Digital Classroom: New Social Media and Teaching Victorian Crime",
abstract = "This article explores the implications of student blogging in undergraduate crime history module, Prison Voices: Crime, Conviction and Confession 1700-1900. Public blogging as assessment trains students to become creators as well as users of digital content, and encourages a more active engagement in research participation and knowledge exchange. But while this model of learning is highly rewarding for students, it also highlights pedagogical challenges relating to digital literacy, comparability with traditional assessment forms, and institutional support. This paper will evaluate these issues whilst promoting wider reflection on {\textquoteleft}blogging beyond the classroom{\textquoteright}.",
author = "Zoe Alker",
year = "2015",
language = "English",
volume = "5",
pages = "77--92",
journal = "Law, Crime and History",
issn = "2045-9238",
publisher = "SOLON",
number = "1",

}

RIS

TY - JOUR

T1 - The Digital Classroom: New Social Media and Teaching Victorian Crime

AU - Alker, Zoe

PY - 2015

Y1 - 2015

N2 - This article explores the implications of student blogging in undergraduate crime history module, Prison Voices: Crime, Conviction and Confession 1700-1900. Public blogging as assessment trains students to become creators as well as users of digital content, and encourages a more active engagement in research participation and knowledge exchange. But while this model of learning is highly rewarding for students, it also highlights pedagogical challenges relating to digital literacy, comparability with traditional assessment forms, and institutional support. This paper will evaluate these issues whilst promoting wider reflection on ‘blogging beyond the classroom’.

AB - This article explores the implications of student blogging in undergraduate crime history module, Prison Voices: Crime, Conviction and Confession 1700-1900. Public blogging as assessment trains students to become creators as well as users of digital content, and encourages a more active engagement in research participation and knowledge exchange. But while this model of learning is highly rewarding for students, it also highlights pedagogical challenges relating to digital literacy, comparability with traditional assessment forms, and institutional support. This paper will evaluate these issues whilst promoting wider reflection on ‘blogging beyond the classroom’.

M3 - Journal article

VL - 5

SP - 77

EP - 92

JO - Law, Crime and History

JF - Law, Crime and History

SN - 2045-9238

IS - 1

ER -