Introduction
More often than not, novelty is met with suspicion. The status of “newness” is very rarely given a particularly high value not only because of the unfamiliarity it carries but also because of the threat it poses to established norms. Digital technologies in the context of a global knowledge society may no longer be news, but the transformation of scholarly practices with the support of the web still is.
Digital scholarship practices encompass a wide range of knowledge activities and approaches online which ultimately encourage practices that diverge from established academic norms. More precisely, through the affordances provided by the web, agents are slowly challenging the canons of knowledge production and distribution with practices of open content, self-publication, and public discussion. Although the adoption of digital scholarship practices by academics is increasing, its acknowledgment as a legitimate academic contribution is still minimal.
The lack of support and...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
Bourdieu, P. (1999). The weight of the world: Social suffering in contemporary society. Standford, CA: Stanford University Press.
Costa, C. (2013). The participatory web in the context of academic research: Landscapes of change and conflict. Ph.D., University of Salford. Retrieved from http://usir.salford.ac.uk/28369/
Costa, C. (2014a). Double gamers: Academics between fields. British Journal of Sociology of Education, 1–21. doi:10.1080/01425692.2014.982861.
Costa, C. (2014b). The habitus of digital scholars. Research in Learning Technology, 21, 1–17. doi:10.3402/rlt.v21.21274.
Costa, C. (2015). Outcasts on the inside: Academics reinventing themselves online. International Journal of Lifelong Education, 34(2), 194–210. doi:10.1080/02601370.2014.985752.
Dennis, A., & Martin, P. (2005). Symbolic interactionism and the concept of power. British Journal of Sociology, 56(2), 191–213.
Elam, A. (2008). Gender and entrepreneurship: A multilevel theory and analysis. Chelthenham, UK: Edward Elgar Publishing.
Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. Cambridge, MA: MIT Press.
Honneth, A. (2007). Disrespect: The normative foundations of critical theory (1st ed.). Cambridge, UK: Polity Press.
Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21 century. Program, 21(1), 72.
Murphy, M. (2011). The ties that bind: Distinction, recognition and the relational. International Journal of Interdisciplinary Social Sciences, 5(10), 103–116.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this entry
Cite this entry
Costa, C., Murphy, M. (2017). Digital Scholarship: Recognizing New Practices in Academia. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_259
Download citation
DOI: https://doi.org/10.1007/978-981-287-588-4_259
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-587-7
Online ISBN: 978-981-287-588-4
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education