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dc.contributor.authorThompson, Terrie Lynn-
dc.description.abstractLearning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and online learning now encompasses a plethora of practices. In this paper I focus on the delete button and deleting practices of self-employed workers engaged in informal work-related learning in online communities. How the relational and material aspects of online pedagogical practices are being negotiated is explored. While deleting appears to be an everyday practice, understanding the delete button as a fluid object in fluid space begins to illuminate its complexity and multiple enactments. Deleting practices which work to stem the tide of information pushing itself onto screens, as well as those practices that attempt to delete traces left behind on screens and ‘in the cloud’, are examined. Actor Network Theory provides the theoretical and conceptual tools for this exploration. I conclude with observations on the politics of the delete button and implications for more sophisticated digital fluency in everyday pedagogy.en_UK
dc.publisherTaylor and Francis-
dc.relationThompson TL (2012) I’m deleting as fast as I can: Negotiating learning practices in cyberspace, Pedagogy, Culture and Society, 20 (1), pp. 93-112.-
dc.rightsThis is an Author's Accepted Manuscript of an article published in Pedagogy, Culture & Society Volume 20, Issue 1, 2012, pp. 93-112 copyright Taylor & Francis, available online at:
dc.subjectonline communitiesen_UK
dc.subjectactor network theoryen_UK
dc.subjectonline learningen_UK
dc.subjectadult educationen_UK
dc.titleI’m deleting as fast as I can: Negotiating learning practices in cyberspaceen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitlePedagogy, Culture and Society-
dc.type.statusPost-print (author final draft post-refereeing)-
Appears in Collections:Faculty of Social Sciences Journal Articles

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