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Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation?

Poole, Adam

Authors

Adam Poole zx17826@nottingham.ed.cn



Abstract

This paper is a theoretically orientated analysis that synthesises the literature on Funds of Identity with the literature on digital identities. It makes the case for considering Funds of Identity as more than just an enrichment of the Funds of Knowledge approach by suggesting that it is in fact a development. This article also extends the concept and methodology of Funds of Identity by situating identity within a digitised interpretation of social interaction. It does this by exploring the role that avatars and virtual learning environments could play in the development of online identities and their potential application within the classroom. The literature on funds of identity is then synthesised with the literature on new technology, identity and digital literacies This article also explains how digital funds of identity could be used in relation to domain specific knowledge which is illustrated by focusing on English literature and secondary education.

Citation

Poole, A. (2016). Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation?

Conference Name European Conference on Education 2016
End Date Jun 3, 2016
Acceptance Date Jun 12, 2016
Publication Date Jul 18, 2016
Deposit Date Oct 24, 2017
Publicly Available Date Oct 24, 2017
Peer Reviewed Peer Reviewed
Keywords Funds of Identity; avatars; Funds of Knowledge; Identity
Public URL http://eprints.nottingham.ac.uk/id/eprint/47425
Related Public URLs https://ece.iafor.org/
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc/4.0
Additional Information Published in: The European Conference on Education 2016
Official Conference Proceedings. ISSN 2188-1162, p. 179-195. International Academic Forum, 2016.

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Digital Funds of Identity- Funds of Knowledge 2.0 for the Digital Generation_.pdf (200 Kb)
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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc/4.0



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