A self-reflexive semiotic analysis of mobile devices

The paper presents the results of a self-reflexive experience with a Smartphone and of the consequent semiotic analysis carried out on the basis of the fieldwork observations. Through a one-month familiarization with the device, the researcher has been able to investigate its semiotic affordances, in terms of the representational possibilities and constraints implied in the design of its hardware, software and functionalities. These fostered and hindered (backgrounded and foregrounded) representational uses of the device require certain skills to be developed while backgrounding others. These insert themselves in contemporary changes in communication, thus influencing the way we make meaning of the world (i.e., we learn). A prioritization of repre3sentation as selection and assemblage, of tactics over global and strategic planning, of real-time multitasking and synergic immediacy over fine-grained accuracy, of processes (how-to) over contents (what), combine with a fostered conception of agency as selection among option, of our life-world as an artefact to be captured and (re)used, and of life experiencing as informed activity. It is argued here that, on the basis of these foregrounded and backgrounded skills, implications can be derived for the introduction of mobile devices in educational contexts.