ProfileHarry DyerEditor

Harry joined UEA as a lecturer in education after successfully completing his PhD at UEA in the School of Education and Lifelong Learning. He has a broad academic background, with degrees in linguistics and social science research methods, as well as his ongoing research in online identity presentation. Given his broad academic background, Harry's research and teaching interests are equally expansive and interdisciplinary. They include (but are not limited to) education, digital sociology, identity theory, social theory, science and technology studies, research methodology, ethics, sociolinguistics, poststructuralism, comic book studies, and media and education. He teaches both undergraduate and postgraudate students. Harry's current research is in the field of Digital Sociology, in which he looks at the online identities of young people, unpacking how the social media shapes the ways in which young people understand and engage with the world around them. His work particularly focuses on the relationship between user, platform design, and technology, proposing a new theoretical framework through which to consider identity performances online. He received UEA’s 2016 award for PGR public engagement, and is a big believer in discussing his research publicly. He has give TED talks and other public seminars, written for The Conversation, appeared in local, national, and international newspapers, appeared on podcasts, and can often be found discussing research on Twitter, or on his popular blog (harrytdyer.com). Harry is currently working on a number of projects, including research into 'flat earth' communities, research into online identity presentation for young people with mental health issues, and research into social media and transitions to higher education.

Email: Harry.T.Dyer@uea.ac.uk

Website: http://harrytdyer.com

Articles by Harry Dyer

Exploring how playing Pokémon shapes identity
November 8, 2018  |   0 Comments

Herro, D., Li, J., Davis A Published Online: November 8th, 2018 Full Text: HTML, PDF    

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Exploring how playing Pokémon shapes identity
November 8, 2018  |   0 Comments

Herro, D., Li, J., Davis A Published Online: November 8th, 2018 Full Text: HTML, PDF Abstract This qualitative case study describes how playing Pokémon affected the lives of two adults who self-identify as life-long Pokémon players. Our research provides an understanding of how Pokémon influenced their self-concept and identity and offers insight into why they […]

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The Changing Landscape of Literacies: Big Data and Algorithms
September 20, 2018  |   0 Comments

Carrington, V. Published Online: September 20, 2018 Full Text: HTML, PDF

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The Changing Landscape of Literacies: Big Data and Algorithms
September 20, 2018  |   0 Comments

Carrington, V. Published Online: September 20, 2018 Full Text: HTML, PDF Abstract This paper begins with a young British woman – Sophie – and her interpretation of the customized advertising and news she encounters on the social networking and search platforms she accesses via her mobile phone. The paper adopts Sophie as a provocation for […]

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Commenting across difference: Youth Dialogue in an intercultural virtual exchange program
September 20, 2018  |   0 Comments

Kreikemeier, A., James, C. Published Online: September 20, 2018 Full Text: HTML, PDF    

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Commenting across difference: Youth Dialogue in an intercultural virtual exchange program
September 20, 2018  |   0 Comments

Kreikemeier, A., James, C. Published Online: September 20, 2018 Full Text: HTML, PDF Abstract The promise of online dialogue for building cosmopolitan sensibilities in youth has driven the rise of educational programs that leverage digital media for intercultural virtual exchange. While a growing body of research documents the role digital media play in young people’s […]

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‘The Internet is all around us’: How children come to understand the Internet
July 13, 2018  |   0 Comments

Tiana Murray & Rachel Buchanan Published Online: July 13, 2018 Full Text: HTML, PDF

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‘The Internet is all around us’: How children come to understand the Internet
July 13, 2018  |   1 Comment

Tiana Murray & Rachel Buchanan Published Online: July 13, 2018 Full Text: HTML, PDF   Abstract While children are living more of their lives online, little is known about what they understand about the implications of their online participation. Here we report on the Best Footprint Forward project which explored how children come to understand […]

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Call for papers – special edition
May 18, 2018  |   0 Comments

Call for Papers: Digital Culture and Education Special edition: Truth or Dare: Truth, knowledge and power in the digital age

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Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

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The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

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Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com