@article {
	title = {Multimodal profusion in the literacies of the Massive Open Online Course},
	year = {2013},
	month = {01/2013},
	author = {Knox, Jeremy and Bayne, Siân},
	keywords = {socio-material, multimodal, MOOC, enactment, digital literacy},
	country = {Sweden},
	journal = {Research in Learning Technology},
	publisher = {Co-Action Publishing},
	volume = {21},
	pages = {1-14},
	issn = {2156-7077},
	abstract = {This paper takes a view of digital literacy, which moves beyond a focus on technical methods and skills in an attempt to maintain a broader approach that encompasses a critical view of the learning subject. In doing this, we consider socio-materialism and its relation to aspects of literacy theory. We anchor the discussion in a consideration of the ‘E-learning and Digital Cultures’ Coursera MOOC, which provided a tangible setting for theorising some of the practices of digital literacy differently. The profusion of multimodal artefacts produced in response to this course constituted a complex series of socio-material entanglements, in which human beings and technologies each played a constituent part. Two specific digital artefacts are analysed according to these terms. We conclude that socio-material multimodality constitutes a different way of thinking about digital literacy: not as representational practices, but rather as multifaceted and relational enactments of knowledge, specific to particular contexts and moments.

Keywords: digital literacy; multimodal; socio-material; MOOC; enactment(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21422 - http://dx.doi.org/10.3402/rlt.v21.21422},
	refereed = {yes},
	doi = {10.3402/rlt.v21.21422},
	url = {http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21422},
	attachments = {21422-114154-2-PB.pdf},
}