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Introduction
My
 
name
 
is
 
Tony
 
McNeill
 
and
 
I’m
 
Principal
 
Lecturer
 
in
 
Educational
 
Technology
 
at
 
Kingston
 
University,
 
an
 
institution
 
of 
 
about
 
20,000
 
students
 
located
 
in
 
a
 
south
‐
west
 
suburb
 
of 
 
London.
 
I’m
 
based
 
in
 
a
 
central
 
department,
 
the
 
Academic
 
Development
 
Centre,
 
where
 
I’m
 
responsible
 
for
 
staff 
 
development
 
opportunities
 
in
 
the
 
area
 
of 
 
educational
 
technology.
 
I
 
also
 
manage
 
a
 
small
 
team
 
of 
 
e
‐
developers
 
working
 
on
 
a
 
range
 
of 
 
central
 
and
 
faculty
 
projects.
 
I’ve
 
given
 
lots
 
of 
 
conference
 
papers,
 
but
 
I’ve
 
never
 
given
 
a
 
‘position’
 
paper
 
until
 
now.
 
I’m
 
not
 
wholly
 
sure
 
I
 
understand
 
what
 
one
 
is;
 
I’m
 
interpreting
 
it
 
as
 
a
 
chance
 
to
 
sound
 
off 
 
and
 
be
 
opinionated
 
about
 
a
 
particular
 
obsession
 
or
 
hobby
 
horse.1
 
My
 
key
 
question
I
 
suppose
 
my
 
particular
 
obsession
 
at
 
the
 
moment
 
is
 
the
 
idea
 
of 
 
‘digital
 
academic
 
literacies’.
 
I’ve
 
a
 
question
 
buzzing
 
around
 
in
 
my
 
head:
 
what
 
might
 
academic
 
writing
 
look
 
like
 
in
 
a
 
digital
 
age?
 
The
 
kind
 
of 
 
academic
 
writing
 
I’m
 
thinking
 
about
 
primarily
 
is
 
student
 
writing
 
for
 
assessment
 
purposes
 
although,
 
of 
 
course,
 
the
 
question
 
of 
 
what
 
forms
 
of 
 
writing
 
lecturers
 
produce
 
for
 
publication
 
is
 
another
 
one
 
(and
 
one
 
for
 
another
 
conference
 
perhaps).2
 
Subtitle
 
explanation
My
 
presentation
 
subtitle
 
sets
 
up
 
an
 
opposition
 
between,
 
on
 
the
 
one
 
hand,
 
academic
 
literacies
 
 – and
 
by
 
that
 
I
 
mean
 
the
 
types
 
of 
 
student
 
text
 
production
 
deemed
 
appropriate
 
within
 
HE
‐
and
 
on
 
the
 
other,
 
the
 
sorts
 
of 
 
text
 
production
 
enabled
 
by
 
new
 
and
 
emerging
 
technologies,
 
especially
 
the
 
digital
 
tools
 
and
 
environments
 
associated
 
with
 
Web
 
2.0.My
 
main
 
argument
 
is
 
that
 
digital
 
text
‐
making
 
practices
 
are
 
de
‐
privileged
 
within
 
an
 
HE
 
system
 
that
 
remains
 
wedded
 
to
 
a
 
fixed
 
genre
 
set
 
of 
 
primarily
 
text
‐
based
 
assessment
 
activities
 
such
 
as
 
the
 
essay.
 
There’s
 
been
 
patchy
 
engagement
 
with
 
digital
 
tools
 
and
 
environments
 
 – and
 
I’m
 
thinking
 
here
 
of 
 
blogs,
 
wikis,
 
podcasts,
 
vodcasts,
 
slidecasts,
 
writing
 
on
 
Facebook
 
walls,
 
annotating
 
Flickr photo
 
sets
 
or
 
Delicious
 
bookmarks,
 
posting
 
Twitter
 
tweets
 
etc.
‐
and
 
the
 
possibilities
 
for
 
new
 
forms
 
of 
 
text
 
production.I
 
think
 
it’s
 
time
 
to
 
think
 
more
 
seriously
 
about
 
academic
 
literacies
 
in
 
a
 
digital
 
age.
 
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