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Digital identities: tracing the implications for learners and learning

By Sonia Livingstone

Abstract

This is the fourth in a series of seminars, funded by the Economic and Social Research Council, to examine ‘The educational and social impact of new technologies on young people in Britain’. Its purpose is to bring together academics, policy makers and practitioners from many different backgrounds in order to consider the contexts and consequences of use of new information and communication technologies for children and young people, with a particular focus on the implications on technological change on formal and informal education. The series is coordinated by John Coleman, Ingrid Lunt, Chris Davies and myself, together with guidance from our advisory board – Keri Facer, Neil Selwyn and Ros Sutherland

Topics: HQ The family. Marriage. Woman, L Education (General), QA75 Electronic computers. Computer science, T Technology (General)
Year: 2009
OAI identifier: oai:eprints.lse.ac.uk:33825
Provided by: LSE Research Online

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Citations

  1. (2002). Daines, Cambridge Education ICT Service Caroline Daly, Institute of Education Ranjana Das, LSE Chris Davies, University of Oxford Wendy Earle, BFI Michael Fielding, Institute of Education John Furlong,
  2. (1977). Discipline and Punish: the Birth of the Prison. New York: Vintage Ringrose, J (forthcoming) Sluts, whores, fat slags and Playboy bunnies: Teen girls’ negotiations of ‘sexy’ on social networking sites and at school. In
  3. (1996). Rachel Thomson is Professor of Social Research in the School of Health and Social Welfare. Rachel has been involved in a major longitudinal qualitative study of young people transitions to adulthood, funded by the Economic and Social Research Council since
  4. (2008). Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life.

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