nmost cases, the science games are single player, but there are also a number of gamesthat require smaller groups of players, as well as community-based science gamesthat involve all Whyvillians.

An alternative approach to studying transfer is rooted in an ethnographic tradition thatis sometimes called situated, everyday, or distributed cognition.1

Similarly, Gutiérrez and Rogoff (2003) argue for grounding “observations across multiple settings and communities and [assuming] various vantage points to understand the complexity of hu-man activity” (p. 23).

In coordinating with each other, people show themselves, to those who would look carefully, to be orderly, knowledgeable, and precise.

the opportunities for learning that emerge as people, tools, practices, and interests move across settings and across the social contexts or activity systems that constitute any given setting

By understanding the individual and his or her cultural means in rela-tion to his or her contexts of development, this approach understands learning as a distributed phenomenon and, thereby, contests the tenden-cy to create the Cartesian divide between the individual and the social

How can a multi-sited sensibility help make visible the complexity and ingenuity of human development, particularly in the con-text of migration, diaspora, and other forms of transnational and inter-cultural movement? We argue that multi-sited perspectives contribute to this discussion by urging us to pay equal attention to the practices and forms of human ingenuity that emerge in and through the connections/tensions/contradictions within and across various social spaces and activity systems—particularly for non-dominant youth.

What differentresources change the production ofspace?

theordinarylanguagetheybringtotheexperi-

Theinformationdeskstaffwereconstantlyoutoftheirseatsteachingpeoplehowtousethecomputerstoaccomplishtheirgoals

For example, if the museum has an operating steam locomotive (as many do), the boy may have been surprised to find out that they are much louder, larger, dirtier, and scarier than he might have imagined. Because their previous shared experiences have con-tributed to a shared knowledge base about trains, family conversations dur-ing the museum visit would have been richer and more focused. Similarly, the experience of the visit provides subsequent opportunities to extend!§: and deepen the on-going family conversation about trains as the boy and his parents wait later at a railroad crossing for a freight train to pass, look at snapshots from the museum visit, or read a new book about trains.

The parents would probably make many more through explanations, descriptions, and questions intended to help the boy interpret the visit through the lens of their shared prior knowledge about trains

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.

Entering the building, we took the elevator to the third floor, mostly because of the idea of the “Education Center”, to find out that there was nothing happening neither there nor in the Theater (also third floor).

Many argue, for example, that youths’ participation in social change requires themto understand systemic legacies of inequality and racism in the United States,which might require some form of educational intervention by adults (Ginwright& James, 2002; Tejeda, Espinoza, & Gutierrez, 2003)

In the intent participation tradition, experienced people play a guiding role, facil-itating learners’ involvement and often participating alongside learners—indeed,often learning themselves. New learners in turn take initiative in learning andcontributing to shared endeavors, sometimes offering leadership in the process.In contrast, in assembly-line instruction, experienced people manage learners’behavior and communication. They subdivide the task, often directing but notactually participating in the activity at hand. They serve as experts, and the learners,in turn, are supposed to cooperate in receiving instruction and information andcarrying out assignments.

interest and pleasure that people gain arises through theirindividual engagement with the art work.

itraises important questions concerning the circumstances or occasions onwhich objects and artefacts are viewed and of the competencies that peoplebring to bear in their recognition and interpretation.

Indeed, whatpeople choose to look at in a museum or gallery, how long they spend withan exhibit, and how they look at and experience particular objects andartefacts may well arise in and through interaction with others – not justthose they may be with but others who happen to be within ‘perceptual rangeof the event’ (cf. Goffman, 1981)

The conduct of others within the same space can feature in how peopleorient, what people choose to look at and how they experience particularobjects, artefacts and events

designed to display and encourage a way of seeing, of making sense, ofexperience by other

In this article, we examine how people in and through interactionwith others, explore, examine and experience a mixed-media installation

he design of products and environmentsto be usable by all people, to the greatest extent possible, without the need for adapta-tion or specialized design.

Our studies on physical interactivity have shown that it is not a simple and universalprescription for effective learning

Perry and Tisdal suggest that one factor in accounting for the long holding times at APEexhibits is that, unlike the traditional exhibits studied, the APE exhibits were designed tosupport the use of exhibits by more than one member of a social group. This is compatiblewithfindings by Borun and Dritsas (1997) that exhibits that allow for multiple simultaneoususers facilitate family learning, at least in the absence of the kinds of interference problemsthat Allen and Gutwill (2004) describe

Weexpect these institutions to provide a hugely diverse visiting public with entertainment, thefreedom to choose their own path, follow their personal interests, do their own inquiry, andcreate their own meanings. Yet at the same time, we want our museums to be respectededucational institutions where people can spend an hour and come away having learned somecanonical science.

. These funds of knowledge are sociallyinherited and culturally reproduced and developed (or discarded),and their distribution is a constant and dynamic characteristic ofhousehold life

It is a matter of how personsand their social and cultural worlds are inseparable, thoroughly

There is a box stuffed to overflowing with books pub-lished by individual children and collaborative small groups

Just as onthe first day, the children use the present to understand the past, andthe past to clarify the present:

Aaron has several areas of expertise to sharewith his classmates and teachers on a regular basis: He is a talentedartist, he knows a great deal about his favorite animal and pet, thegecko, and he is aware and articulate about his Jewish cultural back-ground.