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We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve the attraction and retention of (particularly) Māori students, by involving them in a school-wide research publication – in this case a digital cultural atlas of Māori Studies. We present and describe the work of 250 students from 10 different Māori Studies courses, who have trialled and submitted map-based assessment for the Te Kawa a Māui Atlas (TeKaMA). We argue that the quality and variety of student work is itself an indication of engagement. We then discuss how digital aspects of the work facilitated engagement, using data from course and assignment evaluations, interviews, informal feedback and an online survey. In line with other findings in the literature, digital aspects of our project had to be carefully managed and balanced, so that they did not disengage students from learning. However, our TeKaMA exercises provided multiple ways by which students could engage, with cultural mapping engaging all students, not just Māori. Our chapter discusses how this was facilitated by digital technology.

Contemporary cities are the subject of new forms of visualization that are not only changing how we see the urban world but how it operates as a social environment. This chapter explores Google's Street View database and the Google Maps platform as sites for the production of distinctive new streams of visual data about cities around the world. I argue that this kind of digital infrastructure presents urban researchers with both new opportunities and new challenges, raising complex questions about the role of visual images in the context of the ongoing transition to a digital, computational, and networked image world.

Ecosophy focuses on the broad and deep connections we all share; the relationships within, among, and between social processes, economies, ideologies, materialities, and living systems.

In order to bring ecosophical issues to the fore, I draw on a pedagogy of the glocal: a pedagogy informed by an awareness of, and aiming to create an awareness of, the ways that global trajectories intersect with local practices.

I analyze my own experiences using glocality as a pedagogy in several online courses for graduate students. As part of these courses, we worked toward an awareness and activism informed by both glocal understandings and ecosophic commitments.

This research offers new ways to think about the commitments that are necessary for online learning in teacher education to move forward. Specifically that ecosophy can be applied to a variety of new problems in teacher education.

This chapter’s unique approach models thinking with theory in online education. It also offers a valuable underused way to integrate technology and pedagogy through shared commitments.

Literary tourism is a developing niche of cultural tourism, which is important to study and for which it is important to define paths. In this chapter, the author makes a framework of literary tourism as a niche, the author presents its definition and a listing of its main products and experiences. The author also sees some examples of resources and products that link literature to digital technologies, checking to what extent they are or may be at the service of the development of literary tourism. After the presentation of these cases, we position our proposal to articulate literary tourism and digital technologies, based on the possibility of improving the visitor’s experience and increasing the attractiveness of literary places with digital applications.

The work connects classic theories of selfing to the COVID-19 pandemic to make fresh connections between pandemic-induced trauma to the self and digital resources. This research introduces the concept of the “traumatized self” emerging from the COVID-19 pandemic in relation to digital disadvantage and digital hyperconnectivity. From Cooley’s original “looking glass self” to Wellman’s “hyperconnected” individualist self, social theories of identity work, and production of the self have a long and interdisciplinary history. In documenting this history, the discussion outlines key foci in the theorizing of the digital self by mapping how digital selfing and identity work have been treated from the inception of the internet to the epoch of the pandemic. The work charts the evolution of the digital selfing project from key theoretical perspectives, including postmodernism, symbolic interactionism, and dramaturgy. Putting these approaches in dialogue with the traumatized self, this research makes a novel contribution by introducing the concept of digitally differentiated trauma, which scholars can employ to better understand selfing processes in such circumstances and times.