4 Matching Annotations
  1. Oct 2015
    1. In baseball season, I look at the paper every day. I watch, like, the high-lights on the news, listen to the radio. and I hear different stuff, like what other players are doing and that lets me know, like, that's a new thing for me. I always keep learning new things about baseball, and it makes me do the same things on the field.

      This directly relates to the building 'islands of expertise'. Though the act of reading the paper during baseball season is not directly effecting his playing, it is helping to solidify his knowledge about baseball as an island of expertise.

    1. he expertise of oth the inter-ested child and adult scientist reflect repeated exposure to domain-specific declarative knowledge, repeated practice in interpreting new content, mak-ing inferences to connect new knowledge to existing knowledge, repeated conversations with others who share or want to support the same interest, and so on.

      Interesting because this contrasts with communities of practice a bit. Although I understand why the author does not consider interested children a community of practice, the adult scientists are because they are contributing to the goals of a community. It almost sounds like the author is arguing that in order to be an 'expert' you just need to know a lot about a topic, but not necessarily contribute to the needs of that community- just engage with a critical lens and be up-to-date with material.

    2. the parents mig~t.\decide the boy would enjoy visiting a nearby train mu-. O,; 1 seum

      Don't know if this is too farfetched, but could this be an example of guided participation? The parents have now developed a sort of 'lesson plan' where they can implement curricula of the boys' interest and he is 'engaging in practice'.

    3. Even when a child ~~,.).Q..-( t:,V loses interest and an island of ex,Pertise begins to fade, the abstract and gen-(\...! 'f-A. <g \ era! themes that used the islands rich knowledge as a launching pa~ll re-4-iA ~~ . -\ , (_ IC main connected to children's otfler knowledge.

      Connects to FoK because Moll et al describes thinking as a distribution of knowledge through social interactions. However, this takes FoK a step further by saying that though the content knowledge may be limited for a certain time depending on interests invested, the implicit learning that occurred will be carried over to another 'island'.