DISRUPTION AND THE AGENCY OF LOW-ENGAGEMENT STUDENTS – ADOPTING MOBILITY FOR RESOURCE OWNERSHIP TOWARDS A CULTURE OF DIGITAL LITERACY LEARNING

Abstract

This essay considers how opportunities for communication and activity borne out of disruptive mobile social media enable an alignment of 'knowing as process of discovery' with 'knowledge as a goal-orientated product'. The adjective ‘disruptive’ is used to pay recognition to the transformation to socio-cultural structures of time, communication, movement, inter-personal and local contexts represented by technologies. To appropriate mobile tools for pedagogical purpose means an empowerment and liberation of personal agency and community from standard forms of classrooms, teacher-directed knowledge and institutions. A case study provides an outline of how, with supportive pedagogical guidance, artefacts and user-generated content reflective of recreational social media practices can be situated as meaningful praxis for mobile learning that allows for self-expression and creativity. It proposes that disruptive technologies, supported by pedagogical strategy, may result in meaningful engagement with students.