Why is there a feeling of different access to participation? In what ways did they not have the ecology of action or the resources to participate (Heath, et al. 2002)? Because, unlike the case with Nasir and Cooks, there is not specific arbiter giviing the students more resources for participation in the community of practice.

This fluidity described here is reminiscent of Nasir's hurdlers. I find some similarities here between Nasir's idea that learning and identity are related, but still independent, and that the self is constantly changing due to interactions with "teachers" and through the process of learning.

I think there is a similarity here in terms of motivation and identity with what we saw with the hurdlers. While there are a lot of goals (like fun) and things motivating the participation of the students, objective measures like "stats" always seem to play "a major role in characterization of the game and of self".

While recognizing other goals, Nasir & Cook write that "an important goal of track [...] was reducing the time it takes one to complete an event, as times were the standard measure of performance in most events."(p. 46). They then discuss many other more localized goals (academic success, social relationships, etc.) But the time seems to govern the rest.

In that example and here, it seems difficult to abandon the connection that these objective measures have on motivation and identity, even when such a strong emphasis is placed on other goals.

There are so many facets to this figured world of little league. Artifacts play a crucial role, as does language and terminology. There are official sets of terminology, like the ones mentioned here, and other more slang terms, which were mentioned before (marshmallow for a ball that is easy to hit). The use of the various artifacts as well as the specialized language facilitates an identity as a little leaguer. This is similar to Nasir's hurdlers where there was specialized language and ways that the coaches spoke to the kids, and also similar to the expected behaviors in AA, and the way to deliver a narrative there. There is also specialized language within AA (12 steps, the "Big Book," hitting bottom, etc). Use of the specific terminology in all cases strengthens the conection to the figured world.

Access to these books is part of what establishes her identity as an astronomer and not just a stargazer -- without these, she is just a star gazer. Certainly reminds me of the individual pieces of track equipment which reinforced the hurdler's identities in Nasir & Cook

I wonder how this student centered (adult out) model supports and encourages Nasir and Cook's Ideational Resources? Does this freedom allow for more exploration and maturation of ideas about oneself and one's relationship to the practice and the larger world?

Learning in this way builds identity as Nasir and Cook outlined.