Today, the insight that material objects are an important part of social life is widely recognized in the social and cultural sciences. But how exactly do things affect the microlevel of social interaction? And by which methodological means can their significance for it be explored? Based on a study of Catholic liturgy, an ethnographic approach is developed that allows for systematic investigations into the role material objects play in social situations. Using Erving Goffman's frame analysis as a theoretical tool, it assumes that things are constitutive of social situations while in turn helping participants make sense of these situations. Conversely, the impact of things is considered closely tied to their particular situational involvement. In order to explore the connections between materiality, meaning, and use, I suggest investigating a number of closely related aspects: the contribution of things to the specifics of the situation in question; the bodily practices in which they are involved; the physical environment in which they are embedded; the physical qualities they possess; and the social definitions tied to them.

Welche Rolle spielen Artefakte und andere Formen des Materiellen für das menschliche Handeln? Ausgehend von einem differenzierten Begriff sozialer Praktiken, wie ihn Theodore Schatzki anbietet, knüpft Torsten Cress an diese zunehmend wichtiger werdende sozial- und kulturwissenschaftliche Fragestellung an. Dafür wendet er sich der Religion als einem Bereich zu, der in oft grundlegender Weise durch Dinge wie Bilder, Figuren oder Gebetsketten geprägt ist. Über die ethnographische Erforschung katholischer Glaubensvollzüge, wie sie nicht zuletzt an wichtigen Pilgerstätten anzutreffen sind, wird das Verhältnis von sozialen Praktiken und materiellen Entitäten systematisch ausgelotet.

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Digitization of schools has increased significantly in recent years and is generating a massive innovation boost in education. This development is accompanied by an increased demand for new digital educational objects for schools. The resources required for creating such objects (expert knowledge from teaching contexts versus technological knowledge and infrastructures) are distributed among different groups of actors from digital economy and educational practice. Therefore, the production of such new objects requires new forms of cooperation in the education sector. This article discusses such a hybrid collaboration between a software developer and the teachers of two pilot schools for the creation of interactive learning software. We examine this collaborative relationship in light of different bodies of knowledge that both groups of actors bring to the relationship and that need to be reconciled. We also examine the ways in which the organizational boundaries between schools and companies are temporarily blurred, and the distribution of costs and benefits between the participating groups of actors. By looking at the various dimensions of the cooperative commercial production of these digital objects as well as their (prototypical) experimental stage, the paper analyses the digital transformation of teaching as an innovative social process, structured by economic and educational rationalities.

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