12 Matching Annotations
  1. Oct 2015
    1. legitimate peripheral participation describes a mechanismwhereby newcomers to a community of practice constantly move between periph-eral and more central forms of participation. Center and periphery do not referto physical locales but rather to relations of production and accountability crucialfor the community’s functioning.

      I'd like to learn more about what Azevedo means by accountability

    2. practice participation results partly from the senseof future that the community imparts to its members.

      thinking about all of the distinctions between the different types of participation.

    3. follows from the child’s identification withfamily and community and his or her ongoing commitment to these

      how does this shape the child's identity?

    4. follows from the child’s identification withfamily and community and his or her ongoing commitment to these

      how does this shape the child's identity?

    5. person’s understanding of his or her ongoing andfuture relationship to the community and its members, as well as his or her motivesfor engaging the practice in the long run.

      identity

    6. distributed framesof cognition (Hutchins, 1995, 1998), norms and values of practice in differentcommunities of amateur astronomers, as well as the division of labor in such com-munities (e.g., Stevens, 2000), create the conditions for and shape individuals’forms of participation.

      are these some of the resources perhaps?

    7. structuraland process features of the practice, which together afford individuals the ability tocontinuously tailor the hobby: (a) an extensive and varied material infrastructure;(b) participating simultaneously across multiple communities/sites of astronomypractice; (c) activity structural resources that function as templates for short- andlong-term activities; and (d) processes of collaboration and idea sharing.

      are these possible resources? hopefully an explanation will follow and I can expand on this.

    8. Breaks in the people’s observational routines may also have followed froma number of observation-related occurrences. A common interruption regardedan unusually good sighting of any given

      Reminds me of Nasir and the importance placed on relational resources. These relationships with others at the star parties helps to strengthen the sense of belonging. There is continued learning as they converse and point out new things to one another, which "increases connection to the practice," as Nasir would say.

    9. conversations flowed freely between various topics and, naturally, astronomy

      Once again the importance of 'natural' conversation. Not forced or content driven, but completely interest based.

    10. Some limited themselves toanswering people’s questions in a private manner, whereas others delivered lec-tures out loud.

      Social interactions as a form of resource; whether through small chats or larger conversations, they are learning through knowledge/experiences of others.

    11. Beyond attending to the material means through which astronomers fashiontheir practices, it is important to highlight the materiality of people’s goals asexpressed in the physical (e.g., a planet) and conceptual (e.g., observational skills)objects that themselves become central targets of long-term practice participation

      Here the author highlights the importance of tangible goals within the field of practice or hobby. Is this goal a form of 'resource'? These goals are important because this is where the drive to participate in the community is key and pushes the learner to break past a newcomer to the community.

    1. he book reading has obviously been collabo-rative: The parents read the text, answer the child's questions, ask questions of their own, and point out interesting parts of the pictures that are notre-flected in the text

      So far I've seen lots of connections to guided participation. The original interest--trains--was informed by the child, but further participation was structured by the parent. The child continues to show interest (at least for a while) and the parent provides a "facilitation approach" to guiding them, and much like the adult leaders in the youth activism groups, the parents provide guidance, resources, facilitate conversations, etc. The parents don't seem as likely to provide the apprenticeship or joint work method, probably because the interest is viewed more like a hobby--and a parent might not always see interest-based learning as quite as valuable as "highly specific forms of learning" (Azevedo) which is present in schools. So while the parent will support the child, it may not be at the level of apprenticeship/joint work method as discussed in Kirshner.