In today’s world, the ethnographer continually finds herself moving seamlessly betwixt and between the real and virtual that reflects the lived everyday experiences in our contemporary social world (Parker Webster & da Silva, 2013). Rather than just a physical place or site, the field can be conceptualized as a ‘field of relations’ (Olwig and Hastrup, 1997) where mobile interactions carried along with-in these real and virtual on-off-line spaces and places become part of the connective networks of meaningful data (da Silva & Parker Webster, forthcoming). Given the fluidity, mobility and multimodality of these on-off-line field(s) of research, it seems critical to re-conceptualize the notion of fieldwork and ‘writing’ fieldnotes, which are mainstays of ethnographic research (Atkinson, 2015). Drawing on ethnographic research from a Participatory Action Research (PAR) (Kemmis & McTaggart, 2005) collaborative of teachers and scientists involved in a STEM to STEAM project designed to study the effects of climate change on the Alaska boreal forest, this paper explores a new approach to “fieldworking” that includes: (a) utilizing multimodality (Kress, 2010), to record real-time and reflexive fieldnotes (Tedlock, 1991; Ceaser, 2014), which are then posted to an online collaborative research site; and (b) involving participants in the “fieldworking” process of observing and ‘writing’, and posting fieldnotes. An argument is made for employing these activities as a way (a) to extend the boundaries of ethnographic fieldwork beyond the notion of a “physical site” and, (b) to maintain a sustainable and reflexive conversation between participants and ethnographers that is unbounded temporally (blurring ‘real’ time and ‘reflexive’ time) and spatially (physical and technologically generated space-place). {STEM is an acronym for Science, Technology, Engineering and Mathematics. STEAM is an acronym that adds the arts (A) to STEM. STEAM has been described as a movement to add art and innovation to the STEM subjects with a goal of transforming research policy, K-20 education and the economy.}

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