ABSTRACT
This chapter aims to questioned the tendency to imbue the digital with untold potency, in either utopian or dystopian framings, and also challenged the notion that the digital can be clearly separated from the analogue in practice. It takes this reframing and resituating of student engagement in the digital university a step further, arguing that the fundamentally meaning-making and textual nature of educational engagement and scholarship has been overlooked in the mainstream literature and also in the literature concerned with the digital. The chapter argues that the permeation of the digital has been overlooked in mainstream accounts of the curriculum and student engagement. It also argues the digital is not a separate realm, but one which permeates the material in society more broadly, and also in the practices of Higher Education, even those practices derided as pre-digital and labelled retrograde as a result.
