Frame switches and identity performances: Alternating between online and offline
Frame switches and identity performances: Alternating between online and offline
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框架切换与身份表现：线上线下交替
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发表时间：
2008
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影响因子：
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通讯作者：
Pål Aarsand
中科院分区：
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作者：
Pål Aarsand
摘要本研究问题化活动框架和参与框架（戈夫曼1981），探讨学生如何部署在线（MSN Messenger）和离线活动框架的身份表演。在分析参与框架时，尤其是分析交叉游戏、附带游戏和边玩等从属形式的概念时，存在一个问题，即这些概念要求分析者能够识别一种主导活动。这是不可能的，在目前的数据，其中包括视频记录的计算机活动在一个七年级教室。它示出了如何MSN（在线）的身份被调用在随后的和间歇性的面对面的互动，对话，开始在MSN将继续在面对面的互动，反之亦然。这意味着帧交换构成了学生身份工作的重要特征。同样，学生们使用了昵称或这里所说的标签，即位于在线和离线活动之间的边界区域的“说话者”身份的文本视觉显示。因此，在课堂互动中，没有一个主导的活动框架，而是涉及边界工作的活动，更具体地说，是框架切换和标签的战略使用。
Abstract This study problematizes activity frames and participation frameworks (Goffman 1981), exploring how students deploy online (MSN Messenger) and offline activity frames in identity performances. One problem in analyzing participation frameworks and particularly notions of subordinate forms, like crossplay, byplay, and sideplay, is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data, which consist of video recordings of computer activities in a seventh-grade classroom. It is shown how MSN (online) identities were invoked in subsequent and intermittent face-to-face interaction; a dialogue that started on MSN would continue in face-to-face interaction, and vice versa. This means that frame switches constituted important features of the students' identity work. Similarly, the students employed nicknames or what are here called tags, that is, textual-visual displays of ‘speaker’ identities, located in the boundary zone between online and offline activities. In the classroom interactions, there was thus not one dominant activity frame, but rather the activities involved borderwork, and more specifically frame switches and a strategic use of tags.