When did you first use a mouse? Send a text message? Search for something on the Web? Set up a social media profile?

What caused this first usage? Was it mere inquisitiveness? Or did you have to?

Can you remember the first [essay, email, and shopping list] that you wrote? How did you write it? Is it different to how you would do it now? What has changed over time?

The above are just a few of the many questions you could ask yourself (or someone else) as part of a technobiography, one of a number of methods we will adopt in the ‘Academics Writing’ project.

A technobiography is about researching your own practices with digital media, the phases of change over time, in different domains of your life, and how and why your habits of use emerged. Reflecting upon our use of digital media in our past and how we approached technologies can help us understand our use of new media today, and its anticipated future use. The use of technobios as a research method can add new dimensions to ethnographic exploration of digital literacy practices, especially when looking at ‘habits’ as opposed to ‘skills’ and how these are played out over time in people’s lives (Page et al., 2014).

According to Page et al. (2014), this method of researching oneself begins as “a participant-centred way of documenting change over time in social practices, especially as these relate to people’s lived experiences with technology and their language use online” (p. 128). More broadly, technobios can also be a useful component of an ‘autoethnography’. Insights gained from technobios can therefore be used to explore commonalities between different people, identify how digital literacy practices are situated and located in particular times and spaces, and how everyone has an individual profile of literacy practices in their life history (ibid).

In this project, their adoption as one of our research methods is designed to provide insights into how the writing practices of academics have evolved through time in their professional lives, the challenges and opportunities different academics face, and how these have shaped the work of knowledge production.

Reference:

Page, R., Barton, D., Unger J. W. and Zappavigna, M. (2014). Researching Language and Social Media: A Student Guide. Abington and New York: Routledge

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