ORCID Profile
0000-0002-7346-1313
Current Organisation
Deakin University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Sociology of education | Communication Technology and Digital Media Studies | Secondary education | Education Systems | Specialist Studies in Education | Community Child Health | Early Childhood Education (excl. Māori) | Educational Technology and Computing | Secondary Education | Education policy sociology and philosophy | Computer-Human Interaction
ANZSRC Socio-Economic Objective (SEO)
School/Institution Community and Environment | Learner Development | Child Health | Expanding Knowledge in Technology |
Related Links
Publications
Exploring provocation as a research method in the social sciences
Publisher: Informa UK Limited
Date: 28-03-2017
Algorithmic Rights and Protections for Children
Publisher: PubPub
Date: 11-06-2021
Digital Media in Higher Education
Publisher: Wiley
Date: 09-05-2019
DOI: 10.1002/9781118978238.IEML0054
Abstract: Higher education is a distinct context in which digital media are used. As such, the use of digital media in higher education—and associated media literacy issues—certainly merit specific consideration in their own right. This entry provides an overview of the digital media that are present in contemporary higher education contexts and the media literacy issues that surround them.
Teacher learning and the everyday digital
Publisher: Springer Science and Business Media LLC
Date: 04-05-2020
The social utility of ‘data literacy’
Publisher: Informa UK Limited
Date: 25-12-2020
Young People’s Literacies in the Digital Age
Publisher: Routledge
Date: 12-11-2018
Googlization(s) of education: intermediary work brokering platform dependence in three national school systems
Publisher: Informa UK Limited
Date: 13-09-2023
What’s new about ‘fake news’? Critical digital literacies in an era of fake news, post-truth and clickbait
Publisher: Universidad Catolica de Uruguay
Date: 04-04-2018
Abstract: The 2016 Facebook fake news scandal has highlighted the difficulty in determining the credibility and reliability of news. As a result, there have been calls for in iduals to adopt a more informed and critical stance toward the sources of their news. This paper considers what might be involved in cultivating critical digital literacies in an era of post-truth, fake news and clickbait. Using the platform as the framework for study, the paper examines how the architecture, algorithms and network effects of the platform have changed the way news is created and disseminated, and how audiences are positioned to engage with it. This theoretical critique provides insight into the technical, political and social issues surrounding how in iduals engage with online news.
Studying the datafication of Australian childhoods: learning from a survey of digital technologies in homes with young children
Publisher: SAGE Publications
Date: 13-03-2023
DOI: 10.1177/1329878X231162386
Abstract: The home is a crucial site of young children's early encounters with digitally connected technologies. It is here that their emerging digital footprints are being formed and where digital data about them is being produced then collected, analysed and commodified in varying ways. While much is speculated about the rise of intelligent assistants, baby monitors, connected toys and goods, there is little quantitative information available about what sorts of devices households with children actually contain. This article reports on findings from an online survey of 504 Australian households with children aged 0–8 years. The survey was designed to capture a snapshot of internet connected devices and goods in households as a way of contextualising current discussions around the datafication of childhood. Results indicate that Australian households with young children are indeed highly connected, and this is primarily via devices already well domesticated into everyday family life such as TVs, computers and smartphones. We discuss several key points emerging from our findings, including: the safety and security of the household as a primary motivator for using smart home devices the different rates of acceptance of the datafying objects in the home and the Googlization of family life. We conclude the paper by outlining a research agenda that more accurately reflects the digital realities of Australian family life.
Old Media, New Gigs: The Discursive Construction of the Gig Economy in Australian News Media
Publisher: SAGE Publications
Date: 17-09-2023
DOI: 10.1177/09500170211034663
Abstract: This article analyses the representation of the gig economy in three Australian newspapers from 2014 to 2019. ‘Gig work’ is defined as short term, contract or freelance employment and is seen by many social institutions as the future of work. Drawing on a corpus of 426 articles, Laclau and Mouffe’s discourse theory is used to examine the construction of the ‘gig economy’ in the cultural imaginary. Five key elements emerge, including: demographics of workers working conditions workers’ rights resistance and regulation and change and disruption. Despite multiple competing discourses evident across the newspapers, each constructs the gig economy as an inexorable phase in the evolution of the relationship between capital and the worker. The article critically analyses the construction of the discourse, including the difficulties of regulating gig economy platforms and the narrative of inevitability used to describe changes to work and life brought about by technology.
Reconceptualising critical digital literacy
Publisher: Informa UK Limited
Date: 31-07-2016
A patchwork of platforms: mapping data infrastructures in schools
Publisher: Informa UK Limited
Date: 02-02-2023
Towards a school-based ‘critical data education’
Publisher: Informa UK Limited
Date: 31-03-2021
Tracking technology: exploring student experiences of school datafication
Publisher: Informa UK Limited
Date: 04-06-2023
KNOWING THE (DATAFIED) STUDENT: THE PRODUCTION OF THE STUDENT SUBJECT THROUGH SCHOOL DATA
Publisher: Informa UK Limited
Date: 14-05-2022
The death of the educative subject? The limits of criticality under datafication
Publisher: Informa UK Limited
Date: 14-09-2022
Digital Rights, Digital Citizenship and Digital Literacy: What's the Difference?
Publisher: University of Alicante
Date: 15-01-2021
Abstract: Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the in idual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how in iduals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the in idual and society.
LEARNING TO LIVE WITH DATAFICATION: Educational Case Studies and Initiatives from Across the World
Publisher: Routledge
Date: 14-01-2022
'My data, my bad...' - Young people's personal data understandings and (counter)practices
Publisher: ACM Press
Date: 2017
Doing data differently?
Publisher: SAGE Publications
Date: 2018
Abstract: Large amounts of personal data are generated through young people’s engagements with mobile media, with these data increasingly (re)used by advertisers, content developers and other third parties to profile, predict and position in iduals. This has prompted growing concerns over the ability of mobile media users to develop informed stances towards how and why their data is being used, i.e. to build ‘conscious’ and/or ‘resistant’ forms of ‘data agency’. This paper explores ways of developing the critical consciousness and resistant practices of young mobile media users towards personal data. Drawing on research with 27 young people (aged 13–17 years), the paper describes efforts to make representations of third party use of personal data openly available as a basis from which to develop data-savvy tactics and strategies. The results of these interventions – while only partially successful – offer valuable insights into the technical, social and cultural issues that shape young people’s engagement with personal data. The paper concludes by considering how concerns over data agency might be better aligned with the realities of young people’s mobile media use.
Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
Publisher: Athabasca University Press
Date: 06-10-2014
DOI: 10.19173/IRRODL.V15I5.1856
Abstract: One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. This article addresses this important societal outcome of the recent emergence of MOOCs as an educational form by examining the popular discursive construction of MOOCs over the past 24 months within mainstream news media sources in United States, Australia and the UK. In particular, we provide a critical account of what has been an important phase in the history of educational technology—detailing a period when popular discussion of MOOCs has far outweighed actual use articipation. We argue that a critical analysis of MOOC discourse throughout the past two years highlights broader societal struggles over education and digital technology—capturing a significant moment before these debates subside with the anticipated normalization and assimilation of MOOCs into educational practice. This analysis also sheds light on the influences underpinning how many people perceive MOOCs thereby leading to a better understanding of acceptance/adoption and rejection/resistance amongst various professional and popular publics.
Educating on the margins: young people's insights into effective alternative education
Publisher: Informa UK Limited
Date: 29-04-2020
Massive open online change? Exploring the discursive construction of the 'MOOC' in newspapers
Publisher: Wiley
Date: 23-01-2015
DOI: 10.1111/HEQU.12061
“It’s not like it’s life or death or whatever”
Publisher: SAGE Publications
Date: 07-2018
Abstract: Young people’s engagements with social media now generate large quantities of personal data, with “big social data” becoming an increasingly important “currency” in the digital economy. While using social media platforms is ostensibly “free,” users nevertheless “pay” for these services through their personal data—enabling advertisers, content developers, and other third parties to profile, predict, and position in iduals. Such developments have prompted calls for social media users to adopt more informed and critical stances toward how and why their data are being used—that is, to build “critical data literacies.” This article reports on research that explores young social media users’ understandings of their personal data and its attendant issues. Drawing on research with groups of young people (aged 13–17 years), the article investigates the consequences of making third party (re)uses of personal data openly available for social media users to interpret and make critical sense of. The findings provide valuable insights into young people’s understandings of the technical, social, and cultural issues that underpin their ability to engage with, and make sense of, social media data. The article concludes by considering how research into critical data literacies might connect in more meaningful and effective ways with everyday lived experiences of social media use.
Attending to data: Exploring the use of attendance data within the datafied school
Publisher: SAGE Publications
Date: 06-01-2021
Abstract: Contemporary schooling is seen to be altering significantly in light of a combined ‘digitisation’ and ‘datafication’ of key processes. This paper examines the nature and conditions of the datafied school by exploring how a relatively prosaic and longstanding school metric (student attendance data) is being produced and used in digital form. Drawing on empirical data taken from in-depth qualitative studies in three contrasting Australian secondary schools, the paper considers ‘anticipatory’, ‘analytical’ and ‘administrative’ aspects of how digitally-mediated attendance data is produced, used and imagined by school staff. Our findings foreground a number of constraints, compromises and inconsistencies that are usually glossed-over in enthusiasms for ‘data-driven’ education. It is argued that these findings highlight the messy realities of schools’ current relationships with digital data, and the broader logics of school datafications.
‘Personal data literacies’
Publisher: SAGE Publications
Date: 20-09-2019
Abstract: The capacity to understand and control one’s personal data is now a crucial part of living in contemporary society. In this sense, traditional concerns over supporting the development of ‘digital literacy’ are now being usurped by concerns over citizens’ ‘data literacies’. In contrast to recent data safety and data science approaches, this article argues for a more critical form of ‘personal data literacies’ where digital data are understood as socially situated and context dependent. Drawing on the critical literacies tradition, the article outlines a range of salient socio-technical understandings of personal data generation and processing. Specifically, the article proposes a framework of ‘Personal Data Literacies’ that distinguishes five significant domains: (1) Data Identification, (2) Data Understandings, (3) Data Reflexivity, (4) Data Uses, and (5) Data Tactics. The article concludes by outlining the implications of this framework for future education and research around the area of in iduals’ understandings of personal data.
Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning
Publisher: Harvard Education Publishing Group
Date: 06-2022
DOI: 10.17763/1943-5045-92.2.257
Abstract: In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three vignettes that investigate platforms as an interface for teaching and learning about data. In doing so, the essay speaks back to three interrelated properties of datafication—reduction, abstraction, and in idualization— in ways that can be made visible for analysis, critique, and resistance in schools.
What might the school of 2030 be like? An exercise in social science fiction
Publisher: Informa UK Limited
Date: 22-11-2020
Technologically situated: the tacit rules of platform participation
Publisher: Informa UK Limited
Date: 02-2019
Beyond cybersafety: The need to develop social media literacies in pre-teens
Publisher: Edicions de la Universitat de Barcelona
Date: 30-06-2020
DOI: 10.1344/DER.2020.37.49-63
Abstract: Cybersafety has been a mainstay of digital education since computers arrived in classrooms in the mid 1990s. Whether schools encourage students to be ‘cybersmart’ (Australia), ‘netsafe’ (New Zealand) or to be aware of ‘cybersecurity strategies’ (Mexico and Chile) most now devote a relatively large amount of time and money to teaching young people how to ‘stay safe’ online. In this article, we argue that it is time for schools to move beyond the cybersafety discourse to encourage students to think more critically about the digital media they use. Reporting on the digital practices of 276 pre-teens aged 7-12 years in Australia and Uruguay, we contend that the everyday digital challenges young people face are now beyond the scope of most cybersafety programs. Our findings highlight that many of the issues pre-teens are negotiating call for more nuanced and sustained educational programs that support the development of critical social media literacies. In particular, with the proliferation of mass user platforms and artificial intelligence, there is a need for schools to educate students around managing and protecting their personal data. The article concludes with a discussion of the digital learning required for young people in an increasingly datafied society.
“Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children
Publisher: BRILL
Date: 31-05-2021
Related Organisations
Related Funding Activities
Discovery Early Career Researcher Award - Grant ID: DE230100652
Start Date: 03-2023
End Date: 02-2026
Amount: $407,500.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP190102286
Start Date: 02-2019
End Date: 10-2022
Amount: $352,351.00
Funder: Australian Research Council
View Funded ActivityARC Centres Of Excellence - Grant ID: CE200100022
Start Date: 02-2021
End Date: 02-2028
Amount: $34,934,592.00
Funder: Australian Research Council
View Funded Activity