Professor Olin Bjork and Professor John Pedro Schwartz examine the range and capabilities of new technologies on location publication in Writing in the Wild: A Paradigm for Mobile Composition. Conventional writing typically takes place in a largely homogenous environment. We envision our essays being written on a computer that is situated on desk in a room sheltered from ambient light, where the temperature is set to a comfortable 70°. Bjork and Schwartz posit that a person’s writing environment can greatly affect the end result, and a potential problem they highlight is that the conventional writing spaces (ie. a library, dorm room, or coffee shop) tend to be removed from the subjects they are writing about (Bjork/Schwartz, 223).
Tablet use outdoors capturing multimedia. Google Images
The proliferation of mobile and wireless devices enable us to expand our boundaries and give us the ability to publish content virtually anywhere. It reminds me of the Sprint commercials advertizing that their device allows users to record and document “the entire human experience” where ever and whenever they please. As opposed to the conventional notepad and pen, mobile devices not only have the ability to record text, but can also take photos and record audio/video. The broad array of tools at our disposal can be utilized to capture the moment in the best way we see fit.
An advantage to being able to instantly record material is that you can do so whenever inspiration strikes. Inspiration is fleeting and may not come to you when you decide to sit down and start typing at your computer. Taking a picture or recording a video when the moment is right may be more powerful than if you were to try and recall that event several hours later at your desktop. However, a potential drawback to publishing out in the field is that the quality of writing diminishes. By design, mobile phones and tablets do not lend themselves to writing a large amount of text.
Bjork and Schwartz discuss how this wireless revolution has made its mark in the classroom. Teachers and professors have increasingly switched to integrating mobile devices to become a part of their assignments. However, this integration has not been completely institutionalized, and many have observed that the “trend toward spatially distributed education” results in a severe disconnect between teachers and students. Less students bother to show up for class when they realize that all of their lectures can be streamed as podcasts. Not to mention the pervasiveness of mobile technologies act as a constant distraction even if the student is sitting in class – how many times do you see people using their laptops for Facebook instead of taking notes?
In just the last two years, we have seen a number of major world events in which mobile composition has played an integral role. Arab Spring and the Occupy Movement are just two instances. “Moblog, mobile and blog, consist of text, audio, photos, and video posted to a blog from a mobile device” (Bjork/Schwartz, 233). Howard Rheingold states that mobile devices have enabled everyone to post real-time, independent, news reports directly to the Web (233). The advent of tech-savvy street bloggers has become somewhat of a cultural phenomenon. Though moblogs focus on personal interests, it may only be a matter of time before we see the rise of smart mobs mobilizing in great numbers and force. This last point ties into Bjork and Schwartz’ closing statement that the lines between known ‘writing-spaces’ and the rest of the world are dissolving before our eyes. The materiality of writing should seek to grow with this new paradigm shift.
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