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Sensory experiences of digital photo-sharing: ‘‘mundane frictions’’ and emerging learning strategies
Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM). (SCACA)ORCID iD: 0000-0003-1870-683X
2015 (English)In: Journal of Aesthetics and Culture, ISSN 2000-4214, E-ISSN 2000-4214, Vol. 7, 28237Article in journal (Refereed) Published
Abstract [en]

Digital technologies are increasingly ubiquitous in everyday life forming part of the way we live and experience the world. This article will scrutinize how specifically mobile phone cameras, digital photographing and the use of web-based photo-sharing sites and communities become part of the meaning making practices through which the everyday is lived and understood. In doing so, I advance the concept of ‘mundane friction’ through which to discuss the experience, meaning-making and pedagogy generated through operating screen-based technologies. Indeed media participates in everyday worlds beyond its role as a provider of content and for communication. The question that will be addressed here is how this media presence can be understood from an embodied and sensory perspective, and is based in a study of sensory aspects of teenagers use of web-based photo-diaries. Further, this discussion leads to questions of how an appreciation of digital visuality as more than representational acknowledge the meaning of mundane friction caused by habitually touching, rubbing, clicking, pinching through media technologies as part of the sensory emplacement process that establish people as situated learners. In turn, problematizing this tangible friction as pivotal for understanding digital visuality, gives reason to argue for research methods that acknowledge digital visual material as more-than-visual and theory that moves toward the unspoken, tacit and sensory elements of learning in everyday practices. Thus, the aim of this article is to elaborate on the embodied, the methodological and the pedagogical dimensions of ‘mundane friction’ in meaning-making activities, and its pedagogical implications. © 2015 V. Fors.

Place, publisher, year, edition, pages
Co-Action Publishing , 2015. Vol. 7, 28237
Keyword [en]
Sensory ethnography, sensory emplaced learning, non-media centric media studies, teenagers, digital photographing, digital photo-diaries
National Category
Media and Communications Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-29689DOI: 10.3402/jac.v7.28237ISI: 000214081400014Scopus ID: 2-s2.0-84959037049OAI: oai:DiVA.org:hh-29689DiVA: diva2:865344
Note

This paper is part of the Special Issue: Visual Frictions.

Available from: 2015-10-27 Created: 2015-10-27 Last updated: 2017-11-21Bibliographically approved

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