Chapter Writing Ubiquitous Writing and Learning Digital【DOC精选】.doc

Chapter 22: Writing (2): Ubiquitous Writing and Learning: Digital Media as Tools for Reflection and Research on Literate Activity Gail E. Hawisher, Paul Prior, Patrick Berry, Amber Buck, Steven E. Gump, Cory Holding, Hannah Lee, Christa Olson, and Janine Solberg Ubiquity in learning and writing Whether in sociocultural notions of mediated activity and agency (e.g., Wertsch, 1991; Scollon, 2001), the flat dynamic assemblages of actor-network theory (Latour, 2005), Hutchins’ (1995) notion of functional systems, or Lave and Wenger’s (1991) account of situated learning, recent theory and research have foregrounded the ubiquitous character of social practice, that is, the ways situated activity inevitably spreads out across time and space. Independently and with colleagues, we have been involved in studying what Prior (1998) termed literate activity, that is, activity not located in acts of reading and writing, but as cultural forms of life saturated with textuality (p. 138). Examining this ubiquitous character of literate activity in the writing processes of undergraduates, graduate students, and professors (in part through asking them to draw visual representations of their processes), Prior and Shipka (2003) described the intricate ways writers’ work is distributed across diverse contexts as well as how writers select and structure contexts (people, places, and tools) to support their thinking, textual production, and affective-motivational engagement. Selfe and Hawisher (2004) and Hawisher and Selfe (2006) have explored how people forge literate lives in this digital, information age and live their days in a variety of technological and cultural settings. From our perspective, the ubiquity of literate activity is not new. Digital and new media technologies have not created ubiquity, just as they have not created multimodality. Multimodality and ubiquity have always been there: what is remarkable is how ideological framings and practices of selective attention have al