ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book examines aspects of how practices involving the digital have been framed and conceptualised in the research literature and in policy and educational development. It argues for a reinstatement of the centrality of texts to our conception of digital literacies and proposes an alternative analysis of student practices. The book explores an alternative model of 'impact' and change in institutions, and proposes a sociomaterial lens as a heuristic on practice as a means of moving away from the assumptions of frameworks. By contrast, the sociomaterial analysis of students' day-to-day study practices has revealed the importance of practices such as reading, writing and even simply thinking. These may not be visible, particularly within the formal curriculum, but they are nevertheless a central part of students' experiences.
