Learning across Contexts in the Knowledge Society (The Knowledge Economy and Education, 9)

✍ Scribed by Ola Erstad (editor), Kristiina Kumpulainen (editor), Åsa Mäkitalo (editor)

• Publisher: Sense Publishers
• Year: 2016
• Tongue: English
• Leaves: 250
• Category: Library

✦ Synopsis

Developments within the "knowledge society," especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the "learning communities" of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.

✦ Table of Contents

TABLE OF CONTENTS
ACKNOWLEDGEMENTS
1. TRACING LEARNING EXPERIENCES WITHIN AND ACROSS CONTEXTS: A Nordic Approach
INTRODUCTION
KNOWLEDGE AND LEARNING IN TIMES OF TRANSITIONS
A NORDIC APPROACH
STUDYING LEARNERS WITHIN AND ACROSS CONTEXTS
METHODOLOGICAL CHALLENGES AND THE CONTRIBUTION OF THIS BOOK
STRUCTURE OF THE BOOK
REFERENCES
2. CONNECTING LEARNING ACROSS SCHOOL AND OUT-OF-SCHOOL CONTEXTS: A Review of Pedagogical Approaches
INTRODUCTION
THE APPROACH TO THE LITERATURE REVIEW
RESULTS
Educational Equity and Inclusiveness
Learning Requirements and Competences of the 21st Century
Learner Agency and Identity across Contexts
DISCUSSION
ACKNOWLEDGEMENTS
REFERENCES
SECTION ONE: PRACTICES AND EXPERIENCES OF MEANING-MAKING
3. DECIPHERING THE ANATOMY OF SCIENTIFIC ARGUMENTATION: The Emergence of Science Literacy
INTRODUCTION
UNDERSTANDING THE LOGIC OF SCIENTIFIC INQUIRY
Understanding the Nature of Experimentation as Inquiry
THE STUDY
Setting and Participants
Student Assignment
Data and Analysis
STUDENTS’ DECONSTRUCTION OF SCIENTIFIC ARGUMENTATION
Scrutinising Procedures of Data Collection
Scrutinising Procedures for Measurement
Scrutinising the Justification of the Conclusions
DISCUSSION
ACKNOWLEDGEMENTS
NOTES
REFERENCES
4. THE PERFORMATIVE RELATION BETWEEN STORYTELLER, STORY, AND CHILDREN
INTRODUCTION
RESEARCH ON STORYTELLING AND LEARNING
THEORETICAL AND METHODOLOGICAL FRAMEWORK
Categories
CONTEXT, DESCRIPTION OF PARTICIPANTS AND METHODS
ANALYSING PERFORMATIVE FACILITATION IN A NARRATIVE EVENT
Part 1: Defining the Narrative Event
Part 2: Keeping the Interest
Part 3: The Listeners as Storytellers
DISCUSSION
CONCLUSION
NOTES
REFERENCES
TRANSCRIPTION LEGEND
5. THE DANGERS OF HAVING FUN – DOING PRODUCTION WORK IN SCHOOL:
Tensions in Teachers’ Repertoires on Media Education
HISTORICAL DISCOURSES ON PARTICIPATION AND EDUCATIONAL GOALS FOR MEDIA PRODUCTION IN SCHOOL
Protecting the Media Consumer
Building the Active, Critical Citizen
Motivating the Creative, Reflective Producer
MEDIA PRODUCTION WORK WITHIN THE BROADER SCHOOL CONTEXT
Vocationalising and Academising Media Education
Vocational Pedagogies as Academic Future?
TEACHERS’ INTERPRETATIVE REPERTOIRES ON MEDIA PRODUCTION
METHODS AND MATERIALS
NATIONAL TENDENCIES ON PARTICIPATION AND EDUCATION GOALS
Student Participation
School as a Context for Learning Media Production
LOCAL INTERPRETATIVE REPERTOIRES ON STUDENT PARTICIPATION AND EDUCATIONAL GOALS
1. Creating the Critical and Creative Citizen – “Peeling the Reproduction
off Them”
2. Motivating the Interest-Driven and School-Tired – “Getting in
Touch with Reality”
3. Getting the Lost Students through School – “New Doors and Second Chances”
4. Getting the Students to Achieve Academically – “Not Using Their Potential”
TENSIONS IN AND BETWEEN REPERTOIRES AND HISTORICAL DISCOURSES
Student Participation
Educational Goals
THE DANGERS OF HAVING FUN – DOING PRODUCTION WORK IN SCHOOL
NOTES
REFERENCES
SECTION TWO: BOUNDARIES AND BRIDGES OF LEARNING
6. THE MEANING OF CONTEXT: Upper Secondary Students’ Meaning-Making and Engagement with
Analogue and Digital Artefacts in the Museum and at School
INTRODUCTION
MUSEUM AND SCHOOL AS LEARNING CONTEXTS
UNDERSTANDING MEDIATED ACTION
THE CASE STUDY
Resource 1: “The Evolution of Man”
Resource 2: “The Human Animal”
METHODOLOGY
Ways of Engagement—Meaning-Making in School and at the Museum
TANGIBLE AND INTANGIBLE MEDIATING ARTEFACTS
DIFFERENT LEARNING CONTEXTS
CONCLUSIONS
NOTES
REFERENCES
7. PRIMARY SCHOOLS CROSSING BOUNDARIES:A Study on Extended Learning Environments in
Two Finnish Village School Contexts
INTRODUCTION
BOUNDARY CROSSING AND LEARNING MECHANISMS
Identification
Coordination
Reflection
Transformation
METHODOLOGICAL CONSIDERATIONS
DEVELOPMENT OF EXTENDED LEARNING ENVIRONMENTSAND RELATED CENTRAL FACTORS IN THE VILLAGE SCHOOL CASES
Identification: Time and Locality
Coordination: Building on Shared Goals and Pedagogical Expertise
Reflection: Learning In and Out of School
Transformation: Changing Roles and Shared Place-Consciousness
CONCLUSION
REFERENCES
8. EXPLORING FUNDS OF KNOWLEDGE DURING EDUCATIONAL TRANSITIONS:
Learning Identities, Positionings and Future Trajectories
INTRODUCTION
EVERYDAY LEARNING: THEORETICAL FRAMINGS
Understanding Learning Identities and Positionings towards Future Trajectories
Funds of Knowledge Networks
THE STUDY OF EVERYDAY LEARNING: DATA COLLECTION
ANALYSIS: EVERYDAY LEARNING, LEARNING IDENTITIES AND POSITIONINGS THAT CONSTITUTE FUTURE TRAJECTORIES
Maria: Family Networks as Funds of Knowledge and Future Orientations
Ndey: Family Networks as Funds of Knowledge and Future Orientations
DISCUSSION AND CONCLUSION
NOTE
REFERENCES
SECTION THREE: AGENCY AND ENGAGEMENT USING DIGITAL TOOLS
9. LEARNING AS A HYBRID:
Educational Engagement in the Digital Age
INTRODUCTION
Boundary Crossing of Discourses: A Sociocultural Perspective
METHODS
Data Collection and Analysis
RESULTS
Boundary Crossing of Discourses in the Students’ Chat Interaction
The Students’ Personal Accounts of Their Engagement in the Learning Activity
DISCUSSION
ACKNOWLEDGEMENT
REFERENCES
10. THE CARBON FOOTPRINT AS A MEDIATING TOOL IN STUDENTS’ ONLINE REASONING ABOUT CLIMATE CHANGE
INTRODUCTION
Support for Understanding Climate Change: The Carbon Footprint Calculator
Empirical Study: Using a Carbon Footprint Calculator to Reason about Emissions
METHODS
Data from the CFC
Data from the Online Discussions
Data from the Questionnaire
RESULTS
The Accuracy of the Students’ Estimations of Their Own CF
The Anatomy of Online Posts
Self-Evaluation of the Impact of the ISCFC
DISCUSSION
ACKNOWLEDGEMENTS
NOTES
REFERENCES
11. INTERACTING WITH THE WORLD: Learners Developing Identity and Agency through Boundary
Crossing in Mobile Learning
INTRODUCTION
BACKGROUND AND THEORETICAL FRAMEWORK
Identity
Agency
Boundary Crossing with New Technologies
Research Questions
METHOD
Participants and Data Collection
RESULTS
Affordances, Changing Identities, and Agency Development
The Tablet and Personal Development
Boundary Crossing—School, Homes, Community
Boundary Crossing—Local Collaboration and Resources
Boundary Crossing—Global Collaboration and Resources
SUMMARY AND DISCUSSION
ACKNOWLEDGEMENTS
REFERENCES
12. PEDAGOGY OF CONNECTION:
Teachers’ Experiences of Promoting Students’ Digital Literacy
INTRODUCTION
PEDAGOGY OF CONNECTION AND SUBJECT CULTURES
FRAMEWORKS OF DIGITAL LITERACY AND DIGITAL SKILLS
PROCEDURE
PARTICIPANTS IN THE STUDY
RESULTS AND DISCUSSION
Digital Skills That Teachers Promote in Their Teaching
Teachers’ Motivation for Promoting Students’ Digital Literacy
Representation of Subject Cultures in Teachers’ Practices
CONCLUSION
REFERENCES
COMMENTARY
13. CAN STUDYING LEARNING ACROSS CONTEXTS CHANGE EDUCATIONAL RESEARCH OR WILL IT LEAD TO THE PEDAGOCIZATION OF EVERYDAY LIFE?
FROM LEARNING ACROSS CONTEXTS TO FOLLOWING LEARNERS ACROSS CONTEXTS
OR TOWARDS THE PEDAGOCIZATION OF EVERYDAY LIFE
CONCLUSION: KNOWING TOO MUCH, NOT KNOWING ENOUGH OR NOT-KNOWING
REFERENCES