5 Years: Editorial

Thomas Apperley & Christopher S. Walsh

Published Online: June 1, 2013
Full Text: HTML, PDF (190 KB)

This issue of Digital Culture & Education marks the beginning of DCE’s fifth year in publication.  We proudly remain open access with a Creative Commons License to challenge the ongoing hegemony of educational publishers that impede research on digital culture and education.

In ‘Innovation in incapacity: Education, technique, subject’, Bartlett questions the manner in which ‘change’ is conceived through the MOOC, Bartlett critically examines  the debates and claims which surround the emergence and influence of the Massive Online Open-access Course (MOOC) on tertiary education. He advocates for a critical distinction between the notions of education, which marks the subjective capacity of all for thought, and pedagogy, which following Rancière, teaches subjective incapacity for all. Bartlett argues that without a critical conception of change, MOOCs will only contribute to the contemporary pedagogical project.

Santo’s article contributes to the discussion of new literacies by mapping an emerging set of critical and participatory media practices. In ‘Towards hacker literacies: What Facebook privacy snafus can teach us about empowered technological practices’, Santo argues that hacker literacies are distinct from other new media literacies as they are not only empowered by participatory technologies, but also empowered in relation to these technologies. The article uses reactions to changes in Facebook privacy policy during 2010 to illustrate how users conceptualised the malleability of the possible relations between themselves and the platform, and consequently reformulated their actions in relation to and within Facebook.

In ‘Young people and Facebook: What are the challenges to adopting a critical engagement’ Pangrazio explores young people’s critical understandings of Facebook in a way that challenges the simple dichotomy between ‘digital natives’ and others. The article uses Foucault’s theory of discursive formation as a framework through which the motivations behind young people’s behaviours may be understood. Pangrazio concludes with suggestions for future educational programs that aim to develop critical engagement with social media.

Uzun et al. report on findings from their study of how vocabulary learning and practicing games may contribute to learning second languages at the university level. Their article, ‘Developing and applying a foreign language vocabulary learning and practice game: The effect of VocaWord’ reports that ‘VocaWord’—the experimental game they developed—doubled the vocabulary improvement rate of the control group subjects. Uzun et al. suggest that games may be usefully developed to support the different aspects of learning a second language and that recognising the utility of games within contemporary educational philosophies, methodologies, and techniques is crucial for meeting the needs and interests of currant language learners.

The issue concludes with Craig Bellamy’s review of Matthew K. Gold’s edited collection Debates in the digital humanities (2012). This issue’s cover art ‘For your precious love’ is provided by Dr. Adam Nash. Dr. Nash is a Melbourne-based artist, composer, programmer, performer and writer in virtual environments, realtime 3D and mixed-reality technology. Previously was an artist in residence at Ars Electronica FutureLab, and was shortlisted for the National Art Award in New Media at Queensland Gallery of Modern Art in 2008. He teaches at RMIT University, Melbourne, Australia. The editorial team would like to thank Luke van Ryn for his assistance with this issue.


Comments are closed.


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

 

Follow us on Twitter at @DigitalCultureE


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.

Read more


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