‘Because I’m always moving’: a mobile ethnography study of adolescent girls’ everyday print and digital reading practices

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning Media and Technology Pub Date : 2023-05-08 DOI:10.1080/17439884.2023.2209325

Chin Ee Loh, Baoqi Sun, Fei Victor Lim

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引用次数: 2

Abstract

ABSTRACT With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices over four days, and participated in photo-elicitation interviews. Findings showed that as students moved between locations, they also transited across devices, platforms, and formats, making use of different print and digital resources for varied ways of reading. Their ability to ‘style-shift’ flexibly across the boundaries of school and personal spaces, various devices and platforms allowed them to independently optimise reading as a resource for their everyday leisure, information seeking, and learning purposes. Insights, implications, and challenges for learning in a post-pandemic digital age are discussed.

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“因为我总是在移动”:一项关于青春期女孩日常印刷和数字阅读习惯的移动人种志研究

随着阅读技术的普及，我们需要更多地了解青少年在学校和校外环境下是如何参与印刷和数字阅读的。在这项研究中，移动人种志被用于记录来自一所女子学校的青春期女孩的日常印刷和数字阅读实践。在四天的时间里，他们对研究人员提出的关于他们在不同时间、地点和设备上阅读的实时提示做出了回应，并参加了拍照采访。研究结果显示，当学生在不同地点之间移动时，他们也会跨越设备、平台和格式，利用不同的印刷和数字资源来实现不同的阅读方式。他们能够灵活地跨越学校和个人空间的界限，各种设备和平台，使他们能够独立地优化阅读作为日常休闲，信息搜索和学习目的的资源。讨论了大流行后数字时代学习的见解、影响和挑战。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.