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dc.contributor.authorSeale, Jane
dc.date.accessioned2013-06-10T10:00:21Z
dc.date.issued2012
dc.description.abstractThe relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate this relationship using the conceptual lens of digital capital. The results from a study that explored the technology experiences of 31 disabled students studying in one university were analysed with a view to revealing evidence for both cultural and social digital capital. The analysis suggests that disabled students possess significant levels of both cultural and social capital, but that there are times when this capital is compromised or insufficient to enable students to fully benefit from technologies. Possessing digital capital does not appear to guarantee complete inclusion into university life.en_GB
dc.identifier.citationVol. iFirst, pp 1-14en_GB
dc.identifier.doi10.1080/17439884.2012.670644
dc.identifier.urihttp://hdl.handle.net/10871/9943
dc.language.isoenen_GB
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/loi/cjem20en_GB
dc.subjectdisabilityen_GB
dc.subjecthigher educationen_GB
dc.subjectinclusionen_GB
dc.subjectdigital capitalen_GB
dc.subjecttechnologyen_GB
dc.titleWhen digital capital is not enough: reconsidering the digital lives of disabled university students.en_GB
dc.date.available2013-06-10T10:00:21Z
dc.identifier.issn1743-9884
dc.descriptionpublication-status: Publisheden_GB
dc.descriptiontypes: Articleen_GB
dc.identifier.journalLearning Media and Technologyen_GB


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