MARC Record from harvard_bibliographic_metadata

LEADER: 05232cam a2200421 a 4500
001 013784037-3
005 20140103190349.0
008 120523s2013 enka b 001 0 eng
010 $a 2012016497
020 $a9781107005914 (Hardback)
020 $a1107005914 (Hardback)
035 $a(PromptCat)99955172958
035 0 $aocn794272090
040 $aDLC$beng$cDLC$dBTCTA$dOCLCO$dBDX$dYDXCP$dCDX$dBWX$dGYG$dNGU$dIUL$dOCLCF
042 $apcc
050 00 $aLC191$b.I34 2013
082 00 $a306.43$223
084 $aPSY000000$2bisacsh
245 00 $aIdentity, community, and learning lives in the digital age /$cedited by Ola Erstad, Julian Sefton-Green.
260 $aCambridge ;$aNew York :$bCambridge University Press,$c2013.
300 $axv, 237 p. :$bill. ;$c24 cm.
520 $a"Recent work on education, identity and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of entrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union and school, research has attempted to describe and theorize the meaning and nature of learning. Identity, Community, and Learning Lives in the Digital Age offers a systematic reflection on these studies, exploring how learning can be characterized across a range of 'whole-life' experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial location studies, discourse analysis, comparative anthropological studies of education research and actor network theory. The contributions are united through a focus on the ways in which learning shapes lives in a digital age"--$cProvided by publisher.
520 $a"Identity, Community, and Learning Lives in the Digital Age Recent work on education, identity, and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of ntrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union, and school, research has attempted to describe and theorize the meaning and nature of learning. Learning Lives offers a systematic reflection on these studies, exploring how learning can be characterized across a range of "whole-life" experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial location studies, discourse analysis, comparative anthropological studies of education research, and actor network theory. The contributions are united through a focus on the ways in which learning shapes lives in a digital age"--$cProvided by publisher.
504 $aIncludes bibliographical references and index.
505 00 $g1.$tIdentity, community, and learning lives in the digital age /$rJulian Sefton-Green and Ola Erstad --$gSection one:$tChanging approaches to studying learning : identity, policy and social change.$g2.$tTracing learning and identity across sites : tensions, connections and transformations in and between everyday and institutional practices /$rHans Christian Arnseth and Kenneth Silseth --$g3.$tProcedural methodologies and digital forms of learning /$rKirsten Drotner --$g4.$tThinking about feeling : affect across literacies and lives /$rJay L. Lemke --$g5.$tLearning lives in second modernity /$rLynne Chisholm --$g6.$tDigital disconnect? : the "digital learner" and the school /$rOla Erstad and Julian Sefton-Green --$gSection two:$tFrom learning to learners : learning lives as they are lived. --$g7.$tExpanding the chronotypes of schooling for the promotion of students' agency /$rAntti Rajala, Jaakko Hilppö, Lasse Lipponen and Kristiina Kumpulainen --$g8.$tStudying the discursive construction of learning lives for individuals and the collective /$rJudith Green, Audra Skukauskaite and Maria Lucia Castanheira --$g9.$tSocial entrepreneurship : learning environments with exchange value /$rShirley Brice Heath --$g10.$tThe construction of parents as learners about preschool children's development /$rHelen Nixon --$g11.$tParticipant categorisations of gaming competence : Noob and Imba as learner identities /$rBjorn Sjöblom and Karin Aronsson --$g12.$tMaking a filmmaker : four pathways across school, peer culture, and community /$rØystein Gilje --$g13.$tPortrait of the artist as a younger adult : multimedia literacy and "effective surprise" /$rMark Evan Nelson, Glynda A. Hull and Randy Young.
650 7 $aPSYCHOLOGY / General.$2bisacsh
650 0 $aLearning$xSocial aspects.
650 0 $aEducational sociology.
650 0 $aDigital communications.
650 0 $aIdentity (Psychology)
650 7 $aDigital communications.$2fast$0(OCoLC)fst00893634
650 7 $aEducational sociology.$2fast$0(OCoLC)fst00903596
650 7 $aIdentity (Psychology)$2fast$0(OCoLC)fst00966892
650 7 $aLearning$xSocial aspects.$2fast$0(OCoLC)fst00994845
700 1 $aErstad, Ola.
700 1 $aSefton-Green, Julian.
988 $a20130921
906 $0DLC