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dc.contributor.authorAlker, Zoe
dc.date.accessioned2017-03-15T10:12:26Z
dc.date.accessioned2017-04-11T09:01:36Z
dc.date.available2017-03-15T10:12:26Z
dc.date.available2017-04-11T09:01:36Z
dc.date.issued2015
dc.identifier.citation

Alker, Z. (2015) 'The Digital Classroom: New Social Media and Teaching Victorian Crime', Law, Crime and History, 5(1), pp. 77-92. Available at: https://pearl.plymouth.ac.uk/handle/10026.1/8919

en_US
dc.identifier.issn2045-9238
dc.identifier.urihttp://hdl.handle.net/10026.1/8919
dc.description.abstract

This article explores the implications of student blogging in undergraduate crime history module, Prison Voices: Crime, Conviction and Confession 1700-1900. Public blogging as assessment trains students to become creators as well as users of digital content, and encourages a more active engagement in research participation and knowledge exchange. But while this model of learning is highly rewarding for students, it also highlights pedagogical challenges relating to digital literacy, comparability with traditional assessment forms, and institutional support. This paper will evaluate these issues whilst promoting wider reflection on ‘blogging beyond the classroom’.

en_US
dc.language.isoenen_US
dc.publisherUniversity of Plymouth
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subjectdigital humanitiesen_US
dc.subjectblogging as undergraduate assessmenten_US
dc.subjectpedagogyen_US
dc.subjectpublic histories of crimeen_US
dc.subjectprison voicesen_US
dc.titleThe Digital Classroom: New Social Media and Teaching Victorian Crimeen_US
dc.typeArticleen_US
dc.typeArticle
plymouth.issue1
plymouth.volume5
plymouth.journalSOLON Law, Crime and History


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Attribution 4.0 International (CC BY 4.0)
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