Disciplines and the digital: The curricular implications of changes to knowledge online

Abstract

The question of the structure of knowledge and the foundations required for building new knowledge in the 21st century is one receiving considerable attention and response today as universities struggle with the extent to which content should be derived from what matters in the world now, what aspects of older forms of disciplinary organisation remain relevant, and what needs to be done differently to prepare for a rapidly changing world. This paper explores the relationship of emerging debates and practices about networked knowledge creation, utilisation and dissemination to understandings of the formal disciplinary organisation of knowledge in universities in this context. It draws on two ..