This research contributes to a Spanish national research project that proposes to study learning and multiliteracies in and outside secondary school. It recognizes thatin spite of the perceived multiplication of learning opportunities available to young people, in the context of Catalonia, Spain, there is a serious problem with early school leaving. Nationally, just under 30% ofstudents do not continue their studies beyond compulsory education, which is double the European average (European Commission, 2011). The disconnect between possible learning practices and student engagementportrays an uneasy relationship between formal and non-formal learning. As Buckingham (2007) suggests, certain types of digital competence are not formally recognized in the school curriculum, giving rise to a class of activitylabelled as “invisible learning” (CoboRomaní & Moravec, 2011).

Faced with the rendered invisibility of certain learning practices, this study is concerned primarily with the representation of young people's learning, and exploreshow the notion of learning and learner can be discussed, mapped and (de)constructed. Thus, this research examinespedagogical experiences that often fall outside the realm of assessment, exploring these grey areas. This approach involves, on one hand, weaving together a pedagogical framework that draws on a perspective of learning mobilities. At the same time, it ponders how to mobilize ethnographic research to capture, represent, and share multi-site learning practices.

How can we discuss a space characterized by invisible learning? Crang and Thrift (2000) introduce a way to address space determined by social activity, a so-called “eventful space” that “is less a limit than a creation of what it encircles, more to do with doing than knowing” (p. 6). Invoking the term eventful space is a way to imagine the itinerant space of the learner, as opposed to the fixed location of the school.

De Certeau (1984) offers a conceptual foundation for this exercise. In his description of the grammar of movement, he demonstrates how transiting through the city is an embodied strategy, on one hand subverting power structures and on the other creating new possibilities for inhabiting one’s surroundings. The spatial strategies used by this author work as a metaphor for the movements of today’s learner-traveller, a subject who navigates by following paths related to her or his interests, in routes that likely intersect with and also deviate from the formal school curriculum.

This performatic gesture is captured theoretically by the field of learning mobilities (Enriquez, 2009; Landri, 2013);an area of inquiry that helps refocus our approach to learning, positioning it as a multilocational and processual experience.The ontological position of mobilities insists that mobility, understood as the “entanglement of physical movement, representation and practice” (Cresswell, 2010: 160) is a starting point, an object of inquiry in and of itself.

Focusing on the mobile aspect of learning, the ethnographic approach responds to the complexity of young people's ways of learning. Leander, Phillips and Headrick Taylor (2010) propose three "expansive metaphors" for "the study of learning in space–time" (p. 330): learning-in-place, learning trajectories, and learning networks. Arguing against “historically sedimented geography within education research" (Ibid), their review of learning mobilities methodologically reveals that learning is not a fixed phenomenon but is produced across varied contexts and within a range of social practices. Institutional pedagogy has a narrower understanding of learning, which in a school context tends to be prescriptive and curriculum-based. This project, therefore, disrupts young people's established relationship with schooling as we invited them to reflect critically on the role of learning in their lives.

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