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1、Chapter22:Writing(2):UbiquitousWritingandLearning:DigitalMediaasToolsforReflectionandResearchonLiterateActivityGailE.Hawisher,PaulPrior,PatrickBerry,AmberBuck,StevenE.Gump,CoryHolding,HannahLee,ChristaOlson,andJanineSolbergUbiquityinlearningandwritingWheth
2、erinsocioculturalnotionsofmediatedactivityandagency(e.g.,Wertsch,1991;Scollon,2001),theflatdynamicassemblagesofactor-networktheory(Latour,2005),Hutchins’(1995)notionoffunctionalsystems,orLaveandWenger’s(1991)accountofsituatedlearning,recenttheoryandresearc
3、hhaveforegroundedtheubiquitouscharacterofsocialpractice,thatis,thewayssituatedactivityinevitablyspreadsoutacrosstimeandspace.Independentlyandwithcolleagues,wehavebeeninvolvedinstudyingwhatPrior(1998)termed"literateactivity,"thatis,activity"notlocatedinacts
4、ofreadingandwriting,butasculturalformsoflifesaturatedwithtextuality"(p.138).Examiningthisubiquitouscharacterofliterateactivityinthewritingprocessesofundergraduates,graduatestudents,andprofessors(inpartthroughaskingthemtodrawvisualrepresentationsoftheirproc
5、esses),PriorandShipka(2003)describedtheintricatewayswriters’workisdistributedacrossdiversecontextsaswellashowwritersselectandstructurecontexts(people,places,andtools)tosupporttheirthinking,textualproduction,andaffective-motivationalengagement.SelfeandHawis
6、her(2004)andHawisherandSelfe(2006)haveexploredhowpeopleforgeliteratelivesinthisdigital,informationageandlivetheirdaysinavarietyoftechnologicalandculturalsettings.Fromourperspective,theubiquityofliterateactivityisnotnew.Digitalandnewmediatechnologieshavenot
7、createdubiquity,justastheyhavenotcreatedmultimodality.Multimodalityandubiquityhavealwaysbeenthere:whatisremarkableishowideologicalframingsandpracticesofselectiveattentionhaveallowedthemtobesowidelyignoredanddenied.Thatsaid,digitalmediahavealtered—andcontin
8、uetoalter—thepracticesandpotentialsofubiquitouswritingandlearningmuchastheyhavecontributedtonotionsofmultimodality.Spheresoflifethatwereoncethoughttobedistinctarereimaginedasdigitalmediapervadeoureverydaylive
