Reading List

Here is a list of academic references on the topic of higher education, privacy, data and surveillance. If you know of other references we should include here, please email jen.ross@ed.ac.uk.

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education2020(1). https://eric.ed.gov/?id=EJ1254006

Brown, M., & Klein, C. (2020). Whose Data? Which Rights? Whose Power? A Policy Discourse Analysis of Student Privacy Policy Documents. The Journal of Higher Education0(0), 1–30. https://doi.org/10.1080/00221546.2020.1770045

Collier, A., & Ross, J. (2020). Higher Education After Surveillance? Postdigital Science and Education2(2), 275–279. https://doi.org/10.1007/s42438-019-00098-z

Collins, H. J., Glover, H., & Myers, F. (2020). Behind the digital curtain: A study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE. Teaching in Higher Education, 1–16. https://doi.org/10.1080/13562517.2019.1706163

Costa, C., Murphy, M., Pereira, A. L., & Taylor, Y. (2018). Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology34(3), 140–152.

Gilliard, C. (2017). Pedagogy and the Logic of Platforms. EDUCAUSE ReviewJuly/August 2017https://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms

Gregory, K., & singh, s. s. (2018). Anger in Academic Twitter: Sharing, Caring, and Getting Mad Online. TripleC: Communication, Capitalism & Critique16(1), 176–193. https://doi.org/10.31269/triplec.v16i1.890

Hall, R. (2013). Educational technology and the enclosure of academic labour inside public higher education. Journal for Critical Education Policy Studies11(3).

Hyslop-Margison, E., & Rochester, R. (2016). Assessment or Surveillance? Panopticism and Higher Education. Philosophical Inquiry in Education24(1), 102–109.

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development64(5), 923–938. https://doi.org/10.1007/s11423-016-9477-y

Jones, K. M. L., & VanScoy, A. (2019). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation75(6), 1333–1355. https://doi.org/10.1108/JD-12-2018-0202

Kayas, O. G., Assimakopoulos, C., & Hines, T. (2020). Student evaluations of teaching: Emerging surveillance and resistance. Studies in Higher Education, 1–12. https://doi.org/10.1080/03075079.2020.1725875

Knox, D. (2010). A Good Horse Runs at the Shadow of the Whip: Surveillance and Organizational Trust in Online Learning Environments. Canadian Journal of Media Studies7(1).

Kwet, M., & Prinsloo, P. (2020). The ‘smart’ classroom: A new frontier in the age of the smart university. Teaching in Higher Education25(4), 510–526. https://doi.org/10.1080/13562517.2020.1734922

Land, R., & Bayne, S. (2002). Screen or Monitor? Surveillance and disciplinary power in online learning environments. In Improving Student Learning using Learning Technology (pp. 125–138). OCSLD.

Li, W., Sun, K., Schaub, F., & Brooks, C. (2020). Disparities in Students’ Propensity to Consent to Learning Analyticshttps://doi.org/10.35542/osf.io/vnc9b

Lorenz, C. (2012). If You’re So Smart, Why Are You under Surveillance? Universities, Neoliberalism, and New Public Management. Critical Inquiry38(3), 599–629. https://doi.org/10.1086/664553

Macfarlane, B. (2013). The Surveillance of Learning: A Critical Analysis of University Attendance Policies: The Surveillance of Learning. Higher Education Quarterly67(4), 358–373. https://doi.org/10.1111/hequ.12016

Macfarlane, B. (2014). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development34(2), 338–350.

Maistry, S. (2015). Accountability and surveillance: New mechanisms of control in higher education. Transformation: Critical Perspectives on Southern Africa88(1), 25–35. https://doi.org/10.1353/trn.2015.0018

Melgaço, L. (2015). Multiple Surveillance on the Digitized Campus. Radical Pedagogy12(1), 1524–6345.

Morris, S. M., & Stommel, J. (2017). A Guide for Resisting Edtech: The Case against Turnitin. Hybrid Pedagogyhttps://hybridpedagogy.org/resisting-edtech/

O’Leary, M. (2013). Surveillance, performativity and normalised practice: The use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education37(5), 694–714. https://doi.org/10.1080/0309877X.2012.684036

Picciano, A. (2014). Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns. International Journal of Interactive Multimedia and Artificial Intelligence2(Special Issue on Multisensor User Tracking and Analytics to Improve Education and other Application Fields). https://www.ijimai.org/journal/bibcite/reference/2462

Prinsloo, P. (2017). Fleeing from Frankenstein’s monster and meeting Kafka on the way: Algorithmic decision-making in higher education. E-Learning and Digital Media14(3), 138–163. https://doi.org/10.1177/2042753017731355

Prinsloo, P., & Slade, S. (2015). Student privacy self-management: Implications for learning analytics. Proceedings of the Fifth International Conference on Learning Analytics And Knowledge – LAK ’15, 83–92. https://doi.org/10.1145/2723576.2723585

Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”. Frontiers in Psychology7https://doi.org/10.3389/fpsyg.2016.01959

Ross, J., & Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. Proceedings of the 11th International Conference on Networked Learning 2018. Networked Learning, Zagreb. http://www.networkedlearningconference.org.uk/abstracts/ross.html

Rubel, A., & Jones, K. (2016a). Student privacy in learning analytics: An information ethics perspective. The Information Society32(2), 143–159.

Rubel, A., & Jones, K. M. L. (2016b). Student privacy in learning analytics: An information ethics perspective. The Information Society32(2), 143–159. https://doi.org/10.1080/01972243.2016.1130502

Slade, S., & Prinsloo, P. (2015). Student Perspectives on the Use of their Data: Between Intrusion, Surveillance and Care. European Journal of Open, Distance and E-Learning18(1), Article 1. https://www.eurodl.org/?p=special&sp=articles&inum=6&article=673&article=679

Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–244. https://doi.org/10.1145/3303772.3303796

Swauger, S. (2020, April 2). Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education. Hybrid Pedagogy. https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/

Tanczer, L. M., Deibert, R. J., Bigo, D., Franklin, M. I., Melgaço, L., Lyon, D., Kazansky, B., & Milan, S. (2020). Online Surveillance, Censorship, and Encryption in Academia. International Studies Perspectives21(1), 1–36. https://doi.org/10.1093/isp/ekz016

Traxler, J. (2016). Students and mobile devices. ALT-J Research in Learning Technology18(2), 149–160.

Tsai, Y.-S., Whitelock-Wainwright, A., & Gašević, D. (2020). The privacy paradox and its implications for learning analytics. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 230–239. https://doi.org/10.1145/3375462.3375536

Watson, C., Wilson, A., Drew, V., & Thompson, T. L. (2017). Small data, online learning and assessment practices in higher education: A case study of failure? Assessment & Evaluation in Higher Education42(7), 1030–1045. https://doi.org/10.1080/02602938.2016.1223834

Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education: Critical issues and perspectives. Teaching in Higher Education25(4), 351–365. https://doi.org/10.1080/13562517.2020.1748811

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Wilson, A., Watson, C., Thompson, T. L., Drew, V., & Doyle, S. (2017). Learning analytics: Challenges and limitations. Teaching in Higher Education22(8), 991–1007. https://doi.org/10.1080/13562517.2017.1332026