118 Matching Annotations
  1. Nov 2015
    1. Unlike in the prior two vignettes, it is difficult to say here who is the more“expert” player. On the whole, we interpret the learning described here as a collaborativeprocess between two players of relatively equal status

      Here we can see that roles shift depending on the situation. The sharing of the controllers shows that they see each other as equals, but also that each has strengths which they can share with the other. This again reminds me intent participation, where there are "fluid negotiations of responsibilities" (185)

    2. He then reenters the codeshowing Maddy what parts she has entered wrong, passes the game back to Maddy, and continuesplaying the game on the TV with Johnny.

      Mikey helps, but he doesn't just do it for Maddy. He explains what she did wrong, so that hopefully she'll learn from it and not make the same mistake next time.

    3. that Maddy is playing an active rather than a simply passive rolein the apprenticeship

      She makes decisions for herself. She is in control of her level of participation, rather than having a "teacher" or "expert" dictate how she must participate.

    4. with Maddy at the periphery observing,often commenting, and sometimes entering play under the watchful eyes of her brotherMikey

      Ok, pretty solid example of intent participation. Maddy remains in the periphery until she is ready to participate. She is observing and assessing what is going on before she decides to play. The existence of a third controller for Maddy shows that her brothers were anticipating that she would join the game at some point, but allow for her to begin at her own pace. (Why it is kept all the way int he basement is another question.)

    1. at our research would help Whyville become a bett

      (highlighting was being weird) So here it seems that the researchers do become pseudo-members of the community. Like there is almost a special category of member formed for them. Instead of being new-comer-moving-toward-old-timer, they are something else entirely.

    2. n general, Whyvillians feltpositive about our presence;

      This is an example of a time when someone joins a group or attempts LPP but will they ever get there? The hats immediately point out that they are not part of the group, really, and they never could be because of their age. The only way they could be would be by lying, and then even if they were really, really good liars, they would still be illegitimate, right? The only exception would be if they were so good at heir lies that they actually convince themselves that they belong there. Did that make sense...?

    3. All thesepartsarecreatedbyotherWhyvillianswhorentdesigntoolsandthenposttheircreationsat the mall or exchange them at the trading post to cover their costs and to generateadditional income.

      One thing I really like about Whyville is that while this space of course was originally produced by adults (I'm assuming anyway) the kids who use it are able to take control of it and make it their own. This is a lot different than Nespor's take on public spaces. Unlike with filed tirps or other visits to public spaces, the kids aat Whyville have much more fredom to intrepret the space as they please. It seems there are still rules, but the users themselves have much more control here.

    4. Our avatar looks and chat lingo were clearly different—most often not assophisticated—compared to those of other players on the site.

      Here is a very clear example of what it means to be an old-timer vs a new comer in this CoP. There is a language that comes with belonging. This importance of language has come up over and over again in our readings. It was important with AA, the hurdlers, the little leaguers, the skaters, and I'm sure more. I also really appreciate how the authors here refer to the children's language as "sophisticated". I think this opens up the possibility that children can teach adults, and maybe in other settings as well. Maybe even in a classroom??? I think it's really important for adults to give me respect and value to the knowledge that children have.

    1. Therefore, in our analyses of these projects we approached themnot as the outcome of some ideal plan but as embedded in historic practices thatgenerate possibilities for transformation.

      I think this kind of speaks to the multi-sited idea of horizontal forms of learning. It's not that you move from A to B and then you're done, it's not so "planned." You may move from A to G to B back to A and then to J and on and on.

    2. Coordinating between shifting sociospatial and temporal dimensions of prac-tices and people’s participation in these practices is fundamental to organizingconsequential learning and is an important dimension of equity-oriented scale-making efforts

      This idea is very similar to the multi-sited piece. It is important to be aware of all these possible shifts (which are the same in both pieces-time, space, place) and how participants' individual histories can affect these shifts. I think both pieces argue that we have something to learn from these histories that then suggest learning is a cultural process of accumulating varying histories. This section links up really well with the multi-sited perspective that "Interpretive research, therefore, involves working to understand participants’ meaning perspectives on their own terms, rather than imposing external or normative categories" (619). I guess put really, really simply: what can we learn from others? How can we improve based on what we learn? And of course, that marginalized participant's perspectives are worth looking at.

    1. the shifting roles of “teacher” and “student,” mani-fest and hidden curriculums, official and unofficial spaces

      Can the teacher become a student and the student become a teacher? Why is this idea so appalling to some?

    2. the additional set of developmental demands involved in boundary and border crossing, and the cultural and intellectual work of creating hybrid or liminal social spaces. As educators and researchers, we assume that the production of hybrid educational environments or “third spaces”

      I like this concept of the "third space" or what I've read as liminality in other pieces. I actually wrote in the margin of my notes for Lave & Wenger Ch 2 "liminality" so maybe my question before about if L&W would agree about this "horizontal" movement is answered here. No matter the situation, there is a period of liminality or existence in this "third space" as one learns to adapt to and become a member

    3. linear trajectories from novice to expert, often within a single set-ting or set of educational experiences. The risk here lies in overlooking a world of developmental experiences and processes that scholars within this tradition refer to as “horizontal” forms of learning

      I'm trying to determine if this is different to the AA examples in Lave & Wenger. There's a lot of discussion there about the movement from newcomer to old-timer, but do Lave & Wenger look at this movement as being vertical or are they more open to horizontal movement? I know in class we have discussed this horizontal movement (before we had a term for it) but I can't recall/find if Lave & Wenger discussed it in this way. I know they didn't use these terms, there are many times when the say something along the lines of "when the newcomer becomes an old-timer..."

    4. Such reinvention can open up new understandings of the self, and of possible trajectories

      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.

    1. content.  I  am  thinking  specifically  of  popular  Tumblr  users  amandla  (teen  actress  and  celebrity,  Amandla  Stenberg),  chescaleigh  (activist  and  journalist,  Franchesca  Ramsey),  and  ambivalentlyyours  (feminist  artist

      so are you able to look at other users who consistently comment/re-blog, etc on these tumblr user's accounts? Do the same users constantly communicate with each other? Is there a lot of back and forth? (I really don't know this world)

    2. es,  I  understand  engagement  like  reblogging,  liking,  and  commenting  on  each  other’s  posts  on  Tumblr  as  a  manifestation  of  Crowley  and  Jacobs’  joint

      I think you'll see some really interesting things here. I don't use tumblr but I see this replying to comments an re-blogging in other places. The interactions that come up are really dense and I think you'll be able to get lots of rich data.

    3.  Tumblr  that  I  understand  to  be  representative  of  islands  of  expe

      This sounds like a really interesting study! I like this new interpretation of islands of expertise in this digital world. I don't really use tumblr myself so some of these interactions that you described I'm not familiar with, so just remember when you do your final project to really explain these "tumblr-specific" terms that you use.

    4.  primarily  providing  labels  and  connections  to  family  history  and  context.

      I'm not sure what you mean here. Do you mean these sort of "fake" family histories that may exist between the parent-like blogger and the kid-like blogger?

    5.  on  Tumblr  for  inspiring  celebrities  to  be  called  “mom”  when  they  are  a  role  model  or  “give  life”  to  so

      Ha. Really? That's pretty funny. I guess this really plays into the whole pseudo parent role. I guess you could just expand further on this, maybe not change the term like I said before, but just make it very clear that these people are not actual parents of these young tumblr users.

    6.  intentional  about  posting  original  social  justice  related

      you mean as opposed to just re-blogging things?

    7. en.  The  role  of  parents  could  be  played  by  the  bloggers  who  are  experienced  in  engaging  with  social  justice  issues,  these  may  be  artists,  celebrities,  or  activists  who  run  popular  Tumblr  b

      Ok, so not literally parents, right? Do you think you have to stick with this exact terminology? Maybe your work can be inspired by Crowley and Jacobs, but I don't know that you have to stick to the exact same terminology. Since they are not literally parents but they are acting in some ways similar to a parent by guiding these young bloggers, maybe you could think of another term to use to describe these parent-like guides.

  2. Oct 2015
    1. These narratives, as well as their strong support of movement both violent and subtle, allow much to be communicated that might not be verbalized directly

      Dance allows students the opportunities to express things that they may find difficult to address verbal or in any other way

    1. Ms. Collins has urgedthem to forgo standard measurement toolsin favor of using their bodies alone to hunt downtheobjects. She has explained that they may not have these kinds of tools when they are at the science museum, saying, “I want you to be able to use what you have with you, and that would be your body.”

      I think this idea of using the body as a tool is really fascinating. I think this method of teaching and use of the body is to help students realize they can do math without traditional tools--too many people think they can't do math without a calculator, etc. Ms. Collins is teaching her students they can do math with what they've got--their bodies.

    2. “Same thingwith math strategies you know. So many different ways to get to the mountaintop.

      For me this is one of the key arguments in favor of incorporating kinesthetic teaching methods, as well as other varying methods. There are many different styles of learners and traditional note-taking and worksheet teaching methods only caters to one, very specific (and not even that common) type of learner. A good lesson should cater to as many different types of learning styles as possible.

    3. the very embodied modalities (e.g. spinning wheels and walking) and materialities (e.g. shadows and stuff) of Math Moves! wereunexpected contexts for the mathematical objects of fractions and ratios

      Here we can see how math is perceived as only existing in a certain way, and that there is no room for variation. Math Moves! show that math can exist in everyday, natural ways.

    1. observation to be an aspect ofparticipation writi

      Well put. Again, nice job articulating Rogoff.

    2. I plan to investigate how employees learn as third party participants by actively observing and "listening-in"(Rogoff, Pg.178)on ongoing interactionsas they participate in work activity

      This sounds really interesting, and completely different than what I am doing. I like that you are choosing a local where learning probably isn't typically talked about. I bet you'll observe some really interesting things. By the way, how do you have access to this site? And how did you think of this? It's really creative!

    3. interactions that involve at least threepeople

      While I think it's kind of a no-brainer why you'd look at interactions between at least three people, you probably will want to explain why at some point, mostly because it might be argued that two people could potentially count

    4. In analysis of video and audio of group

      That's great. You will have access to this? It will be interesting to see what subtle mannerisms you might be able to pick up from video that you might not be able to notice just from observing, since with video you will be able to watch multiple times

    5. ed. In other words, intent participation only occurs where there is(or will be)space for the observer to become an active participantand thus to collaborate with the specific means of learning

      This is a great description of intent participation. Great job putting it into your own words. Helpful for me too!

    1. Youth were given a map with a destination and resting place labeled (waypoints in Fig.2)during a bicycle safety tutorial and before setting out together on bikes. In the safetytutorial given by Cecil, the ride had rules and consequences, by analogy to a ‘‘final exam.’

      Can you imagine if this was a pencil and paper "final exam"? Would that even prove anything?

    2. we asked adolescents to carry GPS tracking devices withthem for 2 weeks,

      This is great, because it encourages learning to be done outside of the space of the workshop. I like this idea because it can soften the border between "school" and real life, it doesn't seem like homework, it's much more natural, so this type of activity (if implemented in a school) could help kids see learning as something that can happen every day and everywhere

    3. asking youth tocompare their on-the-ground experience with what was shown on a map, and encouragingthem to consider how changes to the map could better support their needs or interests.

      The style of learning is so practical-not theoretical. The kids can see how what they are learning can be put into practice almost immediately, and they are learning a variety of other skills at the same time (that they may or may not be conscious of)

    1. Increasingly,thatrelationshipseemstobeoneofdistance,estrange-mentandsubordination,andUSschoolsarecorrespondinglyimaginedasgatedfortresses:prison-likespacesforcontainingthe`other’,

      The space of "school" has become so separated from public spaces that there seems to be little connection between it and the public sphere. Schools also enforce spacial boundaries so rigidly

    2. Takeadowntownfarfromkids’homes,aweakpublictransportationsystem,ahistoryofurbanrenewalcampaignspushingresidentialneighbourhoodsawayfromthedowntownandseparatingthemfromitwithexpressways,andyouhaveaclassofchildrenphysicallydistancedfromthematerial-semioticcoreofthecity

      And it seems like due to all these factors, public spaces become only public by name, not by practice...is it really public if the public does not have access to it?

    3. TripslikeArtQuest,thus,helpproducespatialbordersandboundariesbyde®ningregionspreviouslyunknowntokids,likedowntowns,asexoticlandscapesandconcentratingattentiononwhattheoÅcialspokespersonsofthespacespointtoastheir`formal’aestheticfeatures

      Full disclosure I've really struggled with this article for some reason. I find this idea of figurative borders interesting (although obviously a place like Art Quest has physical borders too). It seems like according to Nespor space is defined by these figurative borders which can then separate or connect various entities

    1. he teaching andlearning opportunity did not emerge through talk or “telling.

      This really stood out to me throughout the reading. Talking (much like lecturing) is not necessary for learning to occur. Behavior and actions work as teaching tools instead.

    2. As Roy described it, they “snaked” him: “Four of ’em just following this kid around the parkeverywhere he skates,” sometimes cutting him off, until finally he left the park in frustration

      Wow. Kind of harsh. Who gets to decide how this space is used? Just a paragraph up it says "the arena was, in fact, amenable to carving." So even though the space MAY be used for that, someone and some point established the rules against carving in that space. So is that the right of the old-timer? To set and enforce rules?

    3. Austin responded by dropping in anddemonstrating

      So different than a classroom. Here learning is so much dependent on observation and trial and error.

    4. Laura then proceeded to ask questions about howto execute the trick [2.07]. She didn’t wait for an answer, but took her turn, trying the trick

      Definitely seems different than intent participation, more like guided participation. There is observation but participation is almost immediate. In this context, this seems the most valuable/effective way to learn a trip.

    5. For example, a 16-year-old skater told us that he learned to ollie “the cheatin’ way”by watching an online trick tip video

      This is really interesting to me. While I think in general the best way to learn is by doing, this "rule" doesn't allow for different learning styles. There seems to be a sense of exclusivity in this community that I imagine can be really terrifying to new-comers.

    1. Though the value of each painting is just as important as the next, the apprehendability of certain pieces can be thought of as quicker than others.

      Really interesting point. I wonder if the artists themselves would agree. Would they ask why their painting doesn't have a bench in front of it? Would they disagree that their piece has quicker apprehendability?

    2. Each chapter takes its name not from a movement or style but from the title of a work that evokes the section’s animating impulse

      Oh I didn't know that! That's really interesting. Very subtle way for the museum to influence the viewer, but not in an overbearing way. Nice connection to how immediate apprehendibility can work in this kind of space versus a science museum. I definitely didn't think of that!

    3. artwork is a form of communication through mediums and interpretations.

      Good connection to the readings. I like that you point out how immediate apprehendabilty may be really important in a science museum, but it's almost as if the rules change a bit with an art museum. Observation and personal reflection are much more important in this kind of setting.

    4. There is also a bench placed strategically in front of this painting, which can be an indication that the museum believes that this piece needs to be dissected by the viewer

      Really good point. Make me curious to know if someone at the museum could actually explain to us why the bench is there, what the thought process was behind it, and what that means about the other paintings that do not receive a bench.

    5. perfect example of immediate apprehendability was Howard Lester’s 1970 video, ‘One Week in Vietnam

      I discussed immediate apprehendability in my report too, but I didn't consider how a video is maybe even more so apprehendable than more traditional art pieces today. I'm sure years ago a video piece would have been confusing to some museum goers, but since technology is such an important part of every day life nowadays, the apprehenability of that kind of piece has changed. Makes me think how time and progress can affect how apprehendable something might seem.

    1. or eventcasts to be interactive narratives, the boys and the coach had to be familiar with not only the syntax of SAT but also the technical vocabulary surrounding aspects of the game, from major league statistics (scats) to names of the catcher's equipment.

      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.

    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.

    1. Just what the object of interest-based participation is—that is, what fuelsengagement

      This is where Nasir would say that a combo of material, relational, and ideational identity resources would enhance connections to the CoP, thus "fueling engagement," right?

    2. the product of which he intendedto submit for the Astronomical League’s Sun Spotter Award. The project wasundoubtedly motivated by Mitchell’s growing curiosity about the Sun and theprospect of receiving the award.

      So would Nasir say this is an example of ideational identity resources? Mitchell has set a goal for himself, as well as established what he believes is worthy to be learned (what he will hone and apply).

    3. 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.

    1. During this same practice, Octavia and anotherstudent took responsibility for leading the practice of the elementary school "club"team that practiced with them.

      We discussed in our group the following: are you still learning if you are now teaching? We decided yes, as you are learning to take on a new identity of "teacher." Additionally, is the ability of being able to display your knowledge the final step in learning? If you can't prove you've learned (in this case by teaching) then have you really learned what you were supposed to learn?

    1. and many others have conceived people's actions and their individual development within the larger frame of a historically assembled, socially and culturally constructed activity.

      Each activity/event/etc has impact on our lives, thus forming and re-forming our identity constantly

    2. Was that person's intent gaze a sign of witchcraft directed at me, a mark of interest in the color of my dress, or simply an accidental glance, looking through me to the thought beyond? Was she (at this time, in this place) acting as a witch, an admirer or critic, or an uninterested bystander?

      Here something as simple as a "gaze" can have different meaning depending on the figured world the person belongs to, although the member themselves may not have re-defined the meaning of "gaze," it could be an outsider who has re-defined the meaning, but this still affects the identity of the member.

    3. ormer lives and their current temptations, are revalued because they signify experience and place in a world that differs from that of the non-alcoholic

      How people understand themselves in relation to their figured world informs their identity, but certain things may have been defined differently BEFORE they were a member of this figured world. But now that they are a member, they can "revalue" events and re-define terminology to fit it into their figured world.

    1. but that this was sometimes unproductive because youth need supportto develop certain skills necessary for political action

      Again, here is a connection to retaliation identity. For student to be connected with the CoP, and function within it, it is necessary for the leaders to be a relational resource in order to "sustain participation in different learning situations"

    2. Youth were those who were of high school age. Adults were those whowere older than 18 and worked as staff members for the organization. With the ex-ception of executive directors, most adults were younger than 24.

      This somewhat arbitrary cutoff is interesting to me in relation to identity (of course 18 is an arbitrary cutoff all over the country for various reasons). It makes me think of Holland and the idea of there being different roles and positions with in figured worlds, but in this kind of situation, all one needs to do is turn 18 (and probably graduate high school) to move up and acquire a different position. 18 and 24 is not a big age difference,, so what IS different between the youth and an adult? How does their identity vary that allows one to receive a higher /more prestigious role? Ans why are leaders typically close in age I think it has something to do with the fact that relational resources are stronger when the age gap is closer, especially in the opinion of youth.

    1. The teacher encourages the children to solve problems together andreflect on the process.

      Yes, in Japanese schools students take on roles that would never be allowed in the US--for example, there are no custodians at Japanese schools because the students do all the cleaning. A good example of how more responsibility is a mark of intent participation.

    2. analyses of pedagogy in the Third International Mathematics and ScienceStudy noted that U.S. schools still retain a characteristic ideology based on thefactory model (Stedman 1997

      Well, sort of answers my question from before (if intent participation is more common) but 1997 was a long time ago...

    3. In U.S. classrooms children’s learning is often assumed to occur primarily bymeans of the teacher’s provision of information, in what has been called a factorymodel

      Computer just deleted everything I typed. GRR. Is this still the style of instruction in most schools? When I was in undergrad, my school's method of preparing new teachers was a student-centered model.Either way, this helped me understand how intent participation. (I think) So it seems like intent participation is more likely present in a student-centered classroom, while a traditional classroom utilizes the teach-centered method of instruction.

    4. specialized child-focused setting that provided exercises to getchildren ready for later “real world” work, generally without direct contact withactual mature activity

      I really see intent participation here. Traditional school has develop certain activities that are supposed to prepare students for the future, but the student either isn't doing an activity that has any direct correlation to something "real", or the eventual participation is so far removed from the observing that the actual knowledge gained may be forgotten by the point it could actually be used.

  3. Sep 2015
    1. We might all agree that visitors should not struggle tofigure out howto open the front door (a problem we actually have, incidentally, due to handles that affordpushing but in fact pull to open)

      We face a lot of struggles simply in our everyday activities!

    2. One was the theory of Multiple Intelligences

      This is so important in schools and I think a lot of teachers are taught to consider this in their lesson planning. This point also makes me think of differentiated instruction, which means changing the instruction based on the needs/skills of the student population. It's interesting to think that museums have been asked to consider this too.

    3. butgeneralized to include things with no direct physical use, such as labels, as well as complexpossibilities for action such as the playing of a specific game. Clearly apprehendabilitydepends on the prior knowledge of the person introduced to the environment (the museumvisitor), but it is possible to consider it as a property of the environment to the extent thatthe visitors share perceptual and conceptual schemata

      So important in everyday life and design, but often seems like it is overlooked when designing things. I think what is often forgotten is considering prior knowledge. The person writing instructions for something is most likely an employee of that place, meaning they already have prior knowledge about how to use the resource. In order to write clear instructions, the writer needs to consider the person who may come with NO prior knowledge

    4. Once inside, the admissions desk, bathrooms, and coffee cart are immediatelyapprehendable, allowing them to move effortlessly into the main exhibition space.

      Maybe at this museum. But I've been to lots of places where the admissions desk especially is not "immediately apprehendable," and I think this can really ruin an experience, especially one that is voluntary. It makes me think of my every day activity of observing people buy/re-fill their metro cards. The machines are NOT apprehendable and often malfunction. The difference is riding the subway is NOT a voluntary option for most people..unlike going to a museum.

    5. For example, Maxwell and Evans cite evidencethat both children and adults recall actions they themselves perform better than those theyobserve

      Why it's important to have student-centered activities in a classroom. If a student just listens to a lecture but isn't given the opportunity to perform the task in an authentic way, they might not remember how to do it

    1. We can see, for example, how through interactionparticipants discover and reflexively create the sense and significance of theinstallation and its various components, their playful actions and activitiesgiving a flavour or character to the piece and the surrounding artefacts.Indeed, as people enter the scene and see others exploring and playing withthe piece

      Interaction seems to facilitate more meaningful connections with the piece--I especially like the idea of interactions with strangers.

    2. ather, the very response may be designed to facilitateand engender particular forms of co-participation, and to enable others tosee and experience what you have seen in the ways that you saw it.

      Perhaps co-participation is a way to strengthen over-all participation.

    3. We are particularlyinterested in the ways in which people experience exhibits in and throughtheir interaction with others, both those they are with and others whohappen to be ‘within perceptual range of the event’

      Interesting. So not just looking at how people respond to the art, how their interactions with others might affect that response. I wonder how often people going alone rely on the reactions of strangers to guide their experience?

    4. Despite the burgeoning body of research concernedwith language and with gesture (see, for example, McNeil, 2000), studies ofsocial interaction remain curiously dislocated from the material circum-stances in which it is accomplished

      So, there is a lack of research on interaction with artifacts? Is that what is being said here?

    5. he use of ‘low-tech’materials provides the possibility of creating artefacts which are designed toengender interaction and participation, whilst retaining a strong commitmentto enhancing the aesthetic experience of those in the locale of the exhibit.

      I like the use of "low-tech" artifacts, in comparison to "high-tech," I suppose people will feel more of a connection to every day items, and come to view the piece with those prior connections in mind

    1. the children andthe teacher met for a final discussion

      I wonder if this is what the teacher used as an assessment? If so, I think it's great. So much more natural than a test or even a project.

    2. The teacher, who is alsoJewish and has considerable knowledge about the Holocaust, re-frains from entering the conversation too frequently.

      I like this--that the teacher's role is a facilitator of knowledge, rather than a lecturer or something like that. This makes the classroom more student-centered

    3. They met as a group several times a week,sometimes with an adult and sometimes on their own, to read, dis-cuss, and interpret the books.

      LPP--students having natural conversations with their peers about important issues. Something that as adults is done often. Also reminds me a bit of a staff meeting.

    4. 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.

      I love that from this perspective, the children themselves have much to offer. It's great to look at children as contributors to funds of knowledge.

    5. ndeed, help in finding jobs, housing, better deals on goods and ser-vices, and assistance in dealings with government agencies and otherinstitutions is of far greater significance to survival than are the ma-terial types of aid these households provide one another

      Funds of knowledge reminds me of Bourdieu's social and cultural capital. But in his work, working class minority families would be looked at as having "low" social capital, but here we can see that the Sanchez family has a huge network that benefits all members of the family. I guess Bourdieu was looking more at the disadvantages these families might face (such as not the best schools, lack of access to better jobs, etc). But funds of knowledge allows us to look at this concept under another light--one that shows that these social connections do have power and meaning, just a different kind than is discussed in Bourdieu's work.

    6. The move toTucson was facilitated by a number of relatives and friends whohelped them obtain jobs.

      the family is really dependent upon relationships and a broad social network

    1. As they gave the younger students instructions anddrills, they used language and gave feedback in a way that mirrored what their coachdid with them. This instance was an extension of Octavia beginning to take moreresponsibility for herself and others in the track context.

      Reminds me of the apprenticeship example in LPP, and how it is important to learn from those around you. Octavia can show how much she's learned and how strong her identity is as a track member by replicating her coach's behavior as she teaches the elementary school students

    2. he called them "hurdlers" or"sprinters" or "jumpers." Over time, they came to refer to themselves and oneanother by their events as well

      Really important step in identity formation. Can you ever fully identify as something if you and others don't refer to that identity marker?

    3. Coach J differentially distributed access to the specializedequipment, perhaps strengthening Gloria's track identity but not Harrell's

      Reminds me of the AA example. One cannot identity as a member of AA if the other members do not accept that person as a member. Similarly the track identity here is dependent on the coach.

    4. These definitions allow us toconsider the relation between learning and identity while still considering them to beindependent processes.

      Slightly different then Wenger, who is mentioned in the previous page as suggesting "that learning and identity are identical processes and that to learn isthe process of becoming that is identity"

    5. learning is as much about shifts in participation in social and cultural practicesand activities as about shifts in ways of thinking

      Another reminder that learning does not require teaching.

  4. newclasses.nyu.edu newclasses.nyu.edu
    1. But in 1980 her engagement with the figured world seemed to be borrowed from her friends.

      so are you a full member in a figured world if you are just "borrowing"?

    2. account provides a graphic example of such typecasting as a roman-tidsexual character.

      unfortunately sometimes we don't have a choice as to how we are characterized

    3. All her friends seemed to be having similarly unhappy romantic experiences

      Sad that all this time invested in a figured world could lead to so much unhappiness, quite unlike AA where happiness/stability is gained

    4. ess successful at coursework than they had expected began to emphasize romantic relationships even more

      when you don't fit in within one figured world, you find another to belong to

    5. was maintained in the context of interaction with others

      In other words...peer pressure? And desire to be part of the in-group?

  5. newclasses.nyu.edu newclasses.nyu.edu
    1. He becomes emotionally attached to the identity of AA alcoholic as he begins to care how others in the group perceive him

      Sounds like a crucial step. The person identity has changed, so therefore he/she will do what it takes to stay in the in-group of this figured world

    2. The drinker must apply them to his own life, and this application must be demonstrated

      To be a part of this figured world the identity must change. Knowing about it isn't enough, there must be evidence. This is different than the witchcraft example from the previous chapter. Maybe an AA outsider might think someone belongs to AA if they overhear that person talking about alcoholism, but if the AA figured world members don't consider the person a member, then they don't truly belong. But this seems to contradict what was stated about the witchcraft example.

    3. so that other drinkers may find so much of themselves in the lives of professed alcoholics that they cannot help asking whether they, too, are alcoholics

      I find this really interesting. How much of our identity is formed in this way? I think this would pertain to more than just AA. I think self-reflection is a way to evaluate our behavior and then use the knowledge gained from that to improve ourselves, thus modifying our identities

    4. but his self as an alcoholic.

      Is AA the figured world and alcoholic is the identity? So this means once one become a member of AA, they take on a new identity as well

    1. They remain multiple, as people's trajectories through figured worlds neither take one path nor remain in the ambit of one cultural space, one figured world

      Identities will change, depending on the figured worlds one encounters.

    2. We learn how to control our-selves from the outside, so to speak

      So while we may be told, for example, that blue is for boys and pink is for girls, eventually we will be able to realize that this was just a social construct? And we can make decisions for ourselves?

    3. They are the means by coUec-nveiyuevelopea, individually learned, and made sociaUy powerful

      Does this mean artifacts are the way we can visualize figured worlds? For example, the clothing a person wears is the artifact may be a hint to the figured world this person belongs in?

    4. of social positions defined only against one an-other

      Social positions don't exist alone, the comparison to others informs the social position (you can't have a king without any subjects) and social positions greatly affect one's identity

    5. aenhties are participatin!L!!!_1lctivities organ-., ,. ---i.Zea·oy figured worlds.

      Our membership in various figured worlds affects our identity

    6. She shows how she herself inadvertently entered the practice of witchcraft by the simple act of questioning,

      So it is possible to be placed in a figured world without our own intentions? Then the figured worlds we belong to are not only ones we intentionally belong to, but ones that others believe us to be belonging to?

    7. They come to name themselves, and often to see theruselves, as "alcoholics" and not just drinkers. All these elements of AA are meaningful in, relevant to, and valued not) in relation to a frame of meaning, a virtual world, a world that has been figured.

      So the figured world that has been created informs the identity of the person...they begin to include "alcoholics" within their identity, since this fits within the figured world they belong to

    1. This idea of identity/membership is strongly tied to a con-ception of motivation

      Does this mean that the feeling of being left out, not in the in-group is a positive, because it motivates people to work to become part of the group/community? #questions

    1. learning how to "do" school appropriately

      YES school is not just understanding how to math and how to write a paper but how to function inside an institution. How to be on time, how to talk to adults, how to work in groups, etc etc. Some kids come to school already understanding this concepts, and unfortunately, since these concepts aren't always explicitly taught, kids who come with out knowledge of them are left behind (reminds me of a book I read for another class, Unequal Childhoods) #inspired

    2. requires access to a wide range of ongoing activity, old-timers, and other members of the community; and to information, resources, and opportuni-ties for participation.

      I can see why #Becker likes the idea of apprenticeships, but also why he mentions all the issues with implementing them (money issues, safety concerns, liability, etc)

    3. but rather the apprentice's relations to other apprentices and even to other masters that organize opportunities to learn

      So apprentices should learn from all those around them, can learn from others at same level or below them. Even helping to train a newer apprentice may be a good learning opportunity for an apprentice. According to Bloom's taxonomy, one of the highest levels of knowledge is being able to explain or teach someone else a concept. I can see how this might be a good test of an apprentice's knowledge.

    1. Becker's


    2. the demand for additional labor

      Resnick discussed how "the

      role of schooling in directly preparing people for economic participation" (16) and #Becker states "schools do not achieve the results they set out to achieve" (86). Here we can see an example of trade school doing what it's meant to do and actually preparing apprentices to contribute to the economy successfully.

    3. (as chil-dren grow up in households different from their own)

      I could see #Becker adding this to the list of why trade schools are often not feasible. In today's world it seems very strange for parents to send their kids to live outside of their own home. I think this is another example of why many assume apprenticeships don't work today.

    4. that master-apprentice rela-tions are diagnostic of apprenticeship; and that learning in ap-prenticeship offers opportunities for nothing more complex than reproducing task performances in routinized ways.

      I think this is the common assumption about apprenticeships.

    1. Rather than a teacher/learner dyad, this points to a richly diverse field of essential actors and, with it, other forms of relationships of participation.

      Also speaks to #resnick, how a collaborative environment is best. It's hardly ever considered that a student could teach a teacher, but it is possible, and should be encouraged. I think this is pointing out that even the "new comers" have something to offer the "old timers"

    2. Thus we have begun to ana-lyze the changing forms of participation and identity of per-sons who engage in sustained participation in a community of practice: from entrance as a newcomer, through becoming an old-timer with respect to new newcomers

      I like this. Idea that we can all become experts in varying ways, but that everyone must go through varying rites of passage before we can be an old-timer

    3. scaf-folding''

      Thinking about schools again even though I know I'm not supposed to...such an important skill (also huge buzz word) for teachers, to scaffold rather then just tell students how to do something

    4. theory of learning as a dimension of social practice.

      Makes me think how when you are a kid, someone often asks you "what did you learn today?" but once you are out of school, no one asks you that or you are not challenged to think about what you learned at the end of the day (maybe bc there is no homework to cause this kind of reflection?) in this way, the word "learning" is joined with schooling or lessons or formal training, not so much with #everdayactivities

    1. Resnick again. An expanded version of the individual/shared cognition category perhaps

    2. Resnick again. An expanded version of the individual/shared cognition category perhaps

    3. Steering clear of the problem of school learning for the present was a conscious decision, which was not always easy to adhere to as the issue kept creeping into our discussions.

      I keep thinking about what they are saying in relation to schools, and how to bring more #LPP into schools. But maybe I should try to expand my thinking more

    4. Think of all the everyday situ­ations in which people coparticipate to a limited extent, thereby gaining access to modes of behavior not otherwise available to them, eventually developing skill adequate to certain kinds of performance


      Reminds me of the people I saw using "team-work" to re-fill their metro cards (one person holding the money or wallet while other person pushed buttons)

    5. all of these interactions initially involve limited, highly asymmetric forms of coparticipation. All seem to have the potential to transform the participants, even if their trajectories and thresholds of change differ widely

      This makes #LPP pretty clear for me. I know there's a lot of discussion today about getting kids more involved in outside of class activities.

    6. rightly question the idea that verbal explanation is a uniquely effective mode of instruction, somehow superior to direct demonstration

      may depend on the type of learner. visual learners for sure would benefit from modeling or direct demonstration. I think it's a good idea for teachers to use both methods.

    7. Learning is a pro­cess that takes place in a participation framework, not in an individual mind

      Another connection to #resnick and the individual/shared cognition contrast between in-school learning and out of school learning. Reminds me of how often I look at other people and observe before I do something. For example, the first time I bought a metro card I watched other people do it first before I attempted. I do this a lot, and I would even say it was one of my most important survival techniques when I lived in Japan, and attempted #everydayactivities

    8. Reminds me of Resnick's comment about on the job training: “although there is very little teaching, there is much learning” (p 17)--reminder that learning can occur all over, and outside of the traditional classroom #resnick