Mapping and Tracing the Postdigital: Approaches and Parameters of Postdigital Research

Abstract

The launch of Postdigital Science and Education helped generate a burst of new scholarship about this emerging turn in educational research and theory. Yet, what it means to do postdigital research remains obscure to many. Ongoing debates around definitions, combined with the complexity of analysing digital activity within rich contexts that are also social, material, political, economic, and so on, make it challenging to understand what constitutes postdigital research. Meanings of the postdigital emerge from within the processes of postdigital research. Furthermore, while some individual contributions to postdigital research may be grounded in particular disciplines, we argue that postdigital research, in general, benefits from transdisciplinary knowledge. All of this points to a need for flexibility, and principled, rather than prescriptive, research and scholarship practices. It situates postdigital research in the tradition of compositional and inventive research approaches, and this paper traces that relationship.

Philosophical underpinnings of digital citizenship through a postdigital lens: Implications for teacher educators’ professional digital competence

“…For example, entanglements "do not exist as physical entities (or objects) but as conceptions of invisible relations" (Fawns et al, 2023, p. 9), which means that relations in entanglements are not "there" but created by researchers. Hence, research inquires need to be bounded, and they need to be bounded in ways that facilitate dialogue and mutual understanding with other researchers (Fawns et al, 2023).…”

“…Moreover, technology draws attention to descriptions of the potential messiness of socio-technical relations (cf. Fawns et al, 2023). Examples include the boundaries between (and the postdigital rejection of) online-offline, old-new media, digital-analog, and biology-digital (Jandrić et al, 2018) and where the digital takes place (e.g., in a distinctly digital sphere, the material world or both; Sinclair & Hayes, 2019).…”

“…To this end, which this paper has shown, a postdigital lens can be used to critically tease out and challenge underlying understandings of socio-technical relations, for example, determinist and human-centered narratives (cf. Fawns et al, 2023;Jandrić & Knox, 2022) in favor of messier and -in relation to teaching for digital citizenship -more meaningful views of socio-technical relations.…”

Critical Analysis of the Research on Digital Literacy

“…Through an in-depth analysis of existing research, we aim to unravel the complexities of digital literacy and its influence on the methodologies and outcomes of academic scholarship in the digital age. The increasing integration of digital technologies in academic research has not only revolutionized the way knowledge is accessed and disseminated, but it has also redefined the skills and competencies required of researcher (Fawns et al, 2023) (Jordan, 2022). As we delve deeper into this exploration, it is essential to recognize the multifaceted nature of digital literacy and its profound impact on shaping the future of scholarly practices.…”

AMUQquiz et Kaïros : regards croisés sur la création et le développement de deux plateformes d’apprentissage adaptatives

“…humaniste adapté à un monde façonné par la technologie] » (p. 96). Nous rejoignons égalementFawns et al (2023) qui insistent pour que les chercheuses et chercheurs ne soient pas focalisés sur une technologie ou ses usages, mais aient une vision mobile qui puisse dézoomer vers des contextes plus larges, afin de « regarder au-delà ».…”