Much of this research is concerned with the relationship between in-school and out-of-school learning, puzzling over: how classroom learning gets applied (or not) to everyday life (Hull & Shultz, 2002Hull, G., & Shultz, K. (2002). School's out! Bridging out-of-school literacies with classroom practice. New York: Teacher's College Press. [Google Scholar]; Lave, 1988Lave, J. (1988). Cognition in practice. New York: Cambridge University Press. [Crossref], [Google Scholar]); how children's home and peer cultures inflect school achievement (Carter, 2005Carter, P. (2005). Keepin' it real: School success beyond black and white. London: Oxford University Press. [Google Scholar]; Goldman, 2006Goldman, S. (2006). A new angle on families: Connecting the mathematics in daily life with school mathematics. In Z. Bekerman, N. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader. Bern: Peter Lang. [Google Scholar]; Varenne & McDermott, 1998Varenne, H., & McDermott, R. (1998). The Farrells and the Kinneys at home: Literacies in action. In H. Varenne & R. McDermott (Eds.), Successful failure: The school America builds (pp. 45–62). Boulder, CO: Westview. [Google Scholar]); or how educators can intentionally design digitally-rich, production-oriented communities that bridge divides in access to robust learning environments (Barron, Gomez, Pinkard, & Martin, 2014Barron, B., Gomez, K., Pinkard, N., & Martin, C. (2014). The digital youth network. Cambridge, MA: MIT Press. [Google Scholar]).

mpowering young people on the social and economic margins to create content not onlydiversifies what content they consume; it also holds the promise of expanding how theylearn and reproduce race for public consumption for generations to come”

In any case, shooting is an easy form of social interaction (!) to program.As realistic forms of conversation become more computationally possible (avery hard task), I predict that shooting will be less important and talkingmore important in many games, even shooter games.

gaming more broadly, gamers’consumption and production of texts is even more complex

Links between the clubhouse, home, and school were present but could have been stronger. D e s p i t e h i s s l i p p i n g g r a d e s a t s c h o o l , L u i s ’ s w o r k a t t h e c l u b h o u s e clearly demonstrated a rich imagination, persistence, attention to detail, and resourcefulness in furthering his own development.

We view these as stories or accounts, and realize that retrospective accounts are subject to biases in memory and that the interview situation itself is a social situation that has its own demands. Beyond these informant accounts of learning, the interviews offer a sample of language that can be analyzed with respect to vocabulary, means of expression, and syntax

In order to maximize the potential for developing new insights from these records, our research team has created a number of intermediate representations that sum-marize the raw interview data. Each representation highlights unique information contained within the records. These representations include: narrative texts that tell a learners’ story along a number of set dimensions; Excel spreadsheets that tabulate types of learning resources and allow us to code and quantify variables such as the number of people in the child’s knowledge network or the number of structured learning contexts a child has participated in;

.” He found time to work on his clubhouse movies in school, storyboarding scenes during free time. He found an elective class in school where they used iMovie. As part of the class he worked with a group of peers to create a movie, all participants taking on roles of actors, scriptwriters, and directors