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In a case study, Amber Buck (2012) described the literacy practices of Ronnie, an undergraduate student at a large midwestern university. Through multiple sources of data, including a time-use diary, interviews, and a profile tour of Ronnie’s social network sites, Buck painstakingly documented what Paul Prior and Jody Shipka (2003) called the “chronotopic laminations” of his literate practices—the “dispersed and fluid places, times, people, and artifacts that are tied together in literate action” (p. 181). As Buck (2012) showed, Ronnie’s online activity is “intricately woven into the tapestry of his daily literacy practices” and plays a “large role in how he interacts with others in his personal and professional life as well as how he presents himself to different audiences” (pp. 9-10). Ronnie’s practices are by no means unique. They resemble those of students on and off campuses across the United States and around the world. In “Writing in the 21st Century,” Yancey (2009) pointed out that because of digital technology

Chapter 16. Intellectual, Argumentative, and Informational Affordances of Public Forums: Potential Contributions to Academic Learning