摘要：Mobile devices and services have achieved a level of critical mass and importance that requires us to take them seriously as new cultural resources. Mobile cultural resources emerge within what we call a .mobile complex., which consists of the inter- play of structures, agency and cultural practices. These new cultural resources also can be considered to be valid learning resources which are .complex. because the components of the triangular structuration model, that governs them, interact with each other in intricate ways. They are in a state of perpetual flux, where boundary blurring takes place and where society and culture are experiencing the delimitation of mass communication. This paper is organized in four major parts: The first part looks at trends of modernization, the mobile .delimitation. of mass communication and learning. We consider mobility and learning to be key factors in this process of boundary blurring. A worrying global problem is highlighted, namely that schools are in danger of losing up to 20 to 25% of students who find it difficult to reach the defined curricular targets. This apparent .exclusion. affects learners who set their own learning trajectories through informal learning mediated by mobile devices. We go on to argue that media, and user-generated contexts and content linked to them, are cultural resources. The second part of the paper offers a preliminary discussion of the idea of learning and knowledge as resources in the transformation processes of learning inside and outside of educational institutions. Specifically, we examine epistemological challenges and propose a media ecological response to the delimitation of television and the mobile constellation of mass communication. This section looks briefly at existing conceptual frames, applying the concept of .affordance. originating from Gibson (1979). This leads us into a consideration of learning as appropriation or Bildung (formation). In the third part of the paper we examine how the products of these transformation processes acquire the function of learning resources. Our discussion shows how the on-going process of individualization and fragmentation is enforced by the media of everyday life, which function as cultural objects, as symbolic material integral to users' personal life-worlds. Specifically, we make an analytical proposal about learning linked to a discussion of affordance and individualized, mobile, convergent mass communication Finally, in the fourth part of the paper, we examine educational practices of young people (potentially) .at risk. within a cultural ecological frame in relation to the notion of user-generated contexts.We conclude by pointing to recent work in the field, in particular Rymes' (2011) deference approach, which we consider to be relevant for the planning and evaluation of future mobile learning interventions
