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The integration of mobile devices into everyday life by all groups in society leads to a socialisation effect around ubiquitous mobility and in turn to a quasi mobile identity around the availability and disposition of social activities and space. This does not mean that typical school competences, such as reading written texts, are irrelevant; on the contrary, they are essential, particularly as a basis for critical participation in the mobile ‘world’. The socialisation effect of the mobile/cell phone within the wider mobile complex challenges the school to support critical literacy. Through a detailed examination of the mobile complex we identify pedagogic tasks in this chapter. We consider mobile devices and their applications in the interrelation of socio-cultural structures, agency and cultural practices. Mobile, individualised mass communication is one feature of prevailing socio-cultural structures, which does not only mould specific habitus of learning and media use for personalised life-worlds but promotes individual expertise. An important option for schools is to assimilate such naïve expertise of everyday life and foster it at the appropriate level of reflection and complexity. Subtopics: Keywords: |
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