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Learning, Media and Technology Volume 46, 2021 - Issue 4
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Articles

Lockdown literacies and semiotic assemblages: academic boundary work in the Covid-19 crisis

Lesley GourlayCulture, Communication and Media, University College London Institute of Education, London, UKCorrespondence[email protected]
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Allison LittlejohnCulture, Communication and Media, University College London Institute of Education, London, UKView further author information
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Martin OliverCulture, Communication and Media, University College London Institute of Education, London, UKORCID Iconhttps://orcid.org/0000-0003-1836-6257View further author information
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John PotterCulture, Communication and Media, University College London Institute of Education, London, UKORCID Iconhttps://orcid.org/0000-0001-8762-944XView further author information
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Pages 377-389 | Received 04 Dec 2020, Accepted 01 Mar 2021, Published online: 15 Mar 2021

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Read on this site (8)

Eamon Costello, Steve Welsh, Prajakta Girme, Fiona Concannon, Tom Farrelly & Clare Thompson. (2023) Who cares about learning design? Near future superheroes and villains of an educational ethics of care. Learning, Media and Technology 48:3, pages 460-475.
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Karen Gravett & David Carless. (2023) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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Raziye Sancar. (2023) Cyber identity: determining the meaning-making process of university students in terms of the phenomenological perspective. Educational Media International 60:1, pages 1-13.
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Karen Gravett. (2022) Different voices, different bodies: presence–absence in the digital university. Learning, Media and Technology 0:0, pages 1-13.
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Lesley Gourlay. (2022) Digital masks: screens, selves and symbolic hygiene in online higher education. Learning, Media and Technology 47:3, pages 398-406.
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Felicitas Macgilchrist, John Potter & Ben Williamson. (2021) Shifting scales of research on learning, media and technology. Learning, Media and Technology 46:4, pages 369-376.
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Magda Pischetola, Lyana V. Thédiga de Miranda & Paula Albuquerque. (2021) The invisible made visible through technologies’ agency: a sociomaterial inquiry on emergency remote teaching in higher education. Learning, Media and Technology 46:4, pages 390-403.
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Felicitas Macgilchrist. (2021) What is ‘critical’ in critical studies of edtech? Three responses. Learning, Media and Technology 46:3, pages 243-249.
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Articles from other publishers (11)

Kate Pahl, Fiona Scott, Melanie Hall & Natalia Kucirkova. (2023) Lockdown literacies. Journal of Early Childhood Literacy 23:1, pages 3-7.
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Anne Burke, Kristiina Kumpulainen & Caighlan Smith. (2023) Children’s digital play as collective family resilience in the face of the pandemic. Journal of Early Childhood Literacy 23:1, pages 8-34.
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Melissa Husbands & Julie Prescott. (2022) Wellbeing and pedagogical role of higher education academics in the COVID-19 pandemic: a systematized review. Mental Health and Social Inclusion 27:1, pages 20-36.
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McQueen Sum & Alis Oancea. (2022) The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. International Journal of Educational Technology in Higher Education 19:1.
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Nicola Pallitt & Neil Kramm. (2022) ERT as Mobile Learning by Necessity. International Journal of Mobile and Blended Learning 14:3, pages 1-15.
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Pearl Subban, Stella Laletas, Edwin Creely, Jane Southcott & Venesser Fernandes. (2022) Under the sword of Damocles: Exploring the well-being of university academics during a crisis. Frontiers in Education 7.
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Alexander Bacalja, Catherine Beavis & Annemaree O’Brien. (2022) Shifting landscapes of digital literacy. The Australian Journal of Language and Literacy 45:2, pages 253-263.
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Jos Boys. (2021) Exploring Inequalities in the Social, Spatial and Material Practices of Teaching and Learning in Pandemic Times. Postdigital Science and Education 4:1, pages 13-32.
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Magda Pischetola. (2021) Teaching Novice Teachers to Enhance Learning in the Hybrid University. Postdigital Science and Education 4:1, pages 70-92.
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Felicitas Macgilchrist. (2021) Theories of Postdigital Heterogeneity: Implications for Research on Education and Datafication. Postdigital Science and Education 3:3, pages 660-667.
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Brandi Fox, Margaret Bearman, Robin Bellingham, Andrea North‐Samardzic, Simona Scarparo, Darci Taylor, Mathew Krehl Edward Thomas & Michael Volkov. (2021) Longing for connection: University educators creating meaning through sharing experiences of teaching online. British Journal of Educational Technology 52:5, pages 2077-2092.
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