"In a 1987 paper, Robert Brooke argued that instructors needed to pay attention to the ways that students didn't pay attention, like passing notes in class or whispering conversations. Building on the work of Erving Goffman, Brooke argued that these behaviors represented a writing "underlife" that was a means for students "to show that their identities are different from or more complex than the identities assigned them" in the classroom or school as a whole (p. 230).
Fast forward to now. In a recent paper, Derek Mueller argues that the underlife needs to be reexamined, as mobile technologies have transformed classroom spaces and presented teachers with new ways of thinking about the positive learning outcomes that can be produced through students' "digital underlife."
Via anna smith