SOLON Law, Crime and History (previously SOLON Crimes and Misdemeanours: Deviance and the Law in Historical Perspective)
Document Type
Article
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'.
Publication Date
2015-01-01
Publication Title
SOLON Law, Crime and History
Volume
5
Issue
1
First Page
77
Last Page
92
ISSN
2045-9238
Deposit Date
April 2017
Embargo Period
2024-10-22
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Alker, Zoe
(2015)
"The Digital Classroom: New Social Media and Teaching Victorian Crime,"
SOLON Law, Crime and History (previously SOLON Crimes and Misdemeanours: Deviance and the Law in Historical Perspective): Vol. 5:
Iss.
1, Article 6.
Available at:
https://pearl.plymouth.ac.uk/solon/vol5/iss1/6
