This volume includes a variety of first-hand case studies, critical analyses, action research and reflective practice in the digital humanities which ranges from digital literature, library science, online games, museum studies, information literacy to corpus linguistics in the 21st century. It informs readers of the latest developments in the digital humanities and their influence on learning and teaching.

Written by experts and researchers across Asia, Australia, Canada and Europe, this volume brings global insights into the digital humanities, particularly in the education aspect. It is of interest to researchers and students of cultural studies, literature, education, and technology studies.

The strongest point of this collection of work is that, it brings important concepts to the study of digital literacies, for example, looking at it from the perspective of new literacies, languages and education.

Daniel Churchill, Associate Professor, Faculty of Education, The University of Hong Kong

With a rapidly growing advancement in digital tools, this book has made a relevant contribution by informing readers what the latest development of these tools are, and discusses how they can aid research, libraries, education and even poets across different continents.

Samuel Kai-wah Chu, Associate Professor, Faculty of Education, The University of Hong Kong

This edited book collects papers with perspectives from scholars and practitioners in Asia, Australia, and Europe to reveal the pros and cons, chances and challenges, constraints, and potential risks that educators and learners are facing as the new paradigm for communication and learning takes place, with a view to shedding light on the global education climate in the midst of the pandemic. Since the onset of the global pandemic, education has been revolutionized in almost every aspect. The emergency precautionary measures which were once supposed to be temporary school arrangements only have now become the new normal, reshaping our understanding of learning environments, redefining the pedagogic standards in terms of teaching practices, learning designs, teacher–student interaction, feedback, and assessment. Online teaching, distanced learning, flipped classrooms, and self-paced e-learning have all played an increasingly vital role in shaping a new education culture in various education settings, affecting school management, teachers, students, and parents alike. While ICT in education, alongside new media, has provided ample benefits and convenience for educators and students, communication and virtual lessons conducted in the socially distanced classroom appear to have brought issues such as the digital divide, e-mental health, insufficient technical support, inefficient classroom management, reduced interaction between teachers and students, not to mention the growing concerns over privacy and security.

This volume includes a variety of first-hand case studies, critical analyses, action research and reflective practice in the digital humanities which ranges from digital literature, library science, online games, museum studies, information literacy to corpus linguistics in the 21st century. It informs readers of the latest developments in the digital humanities and their influence on learning and teaching.

Written by experts and researchers across Asia, Australia, Canada and Europe, this volume brings global insights into the digital humanities, particularly in the education aspect. It is of interest to researchers and students of cultural studies, literature, education, and technology studies.

The strongest point of this collection of work is that, it brings important concepts to the study of digital literacies, for example, looking at it from the perspective of new literacies, languages and education.

Daniel Churchill, Associate Professor, Faculty of Education, The University of Hong Kong

With a rapidly growing advancement in digital tools, this book has made a relevant contribution by informing readers what the latest development of these tools are, and discusses how they can aid research, libraries, education and even poets across different continents.

Samuel Kai-wah Chu, Associate Professor, Faculty of Education, The University of Hong Kong

This edited book collects papers with perspectives from scholars and practitioners in Asia, Australia, and Europe to reveal the pros and cons, chances and challenges, constraints, and potential risks that educators and learners are facing as the new paradigm for communication and learning takes place, with a view to shedding light on the global education climate in the midst of the pandemic. Since the onset of the global pandemic, education has been revolutionized in almost every aspect. The emergency precautionary measures which were once supposed to be temporary school arrangements only have now become the new normal, reshaping our understanding of learning environments, redefining the pedagogic standards in terms of teaching practices, learning designs, teacher–student interaction, feedback, and assessment. Online teaching, distanced learning, flipped classrooms, and self-paced e-learning have all played an increasingly vital role in shaping a new education culture in various education settings, affecting school management, teachers, students, and parents alike. While ICT in education, alongside new media, has provided ample benefits and convenience for educators and students, communication and virtual lessons conducted in the socially distanced classroom appear to have brought issues such as the digital divide, e-mental health, insufficient technical support, inefficient classroom management, reduced interaction between teachers and students, not to mention the growing concerns over privacy and security.