Learning Environments In and Out of Scho

Learning Environments In and Out of School Barron and Bell

Big shifts: 

  1. away from privileging individual learners as the focal unit of analysis.
  2.  a move away from conceptualizing learning as tied only to specific places

Interesting adult roles:  a neutral facilitator role that promoted student interests apprenticeship model, “joint work”, focus on outcome of product (Kirschner 2008)** (Check out for interpreting Paly) facilitation “collegial pedagogy” Soep and Chávez (2010)**  guided participation      social positioning: moment-to-moment; assigned stable roles Framing work as relevant to person’s future purposes (Engle (2006)) “Expansive framing"

p. 328, long section on how interests are cultivated. 

social reputations influence the practice-linked identities of individuals through the mechanism of social positioning—the shaping of evolving rights and responsibilities of individuals within specific social contexts (Bricker & Bell, 2012b).

READ ALL THIS TO SUBSTANTIATE THE COMMUNITY PRACTICE ASPECT OF LITERACY.  **     *******Literacy as a special case of informal learning environment: Are there special identities, roles, and spaces associated with literacy? Coordinated sets of social, material, and technological resources allowed one youth to cultivate his gaming practice, identify with it, and develop precocious expertise in multiple genres and platforms by the end of elementary school (Bricker & Bell, 2012a) Examples of this kind of recognition offered by schools or other organized learning settings were found in studies of teens with programming expertise who were invited to take on work for pay or become teaching assistants (Barron, Martin, Takeuchi, & Fithian, 2009)

Again, participation in the online communities is frequently combined with participation in co-located physical spaces, made possible by initiatives being sponsored by libraries, museums, neighborhood organizations, and households

We now have several empirical examples of ways that adults broker new opportunities, frame experiences, and make suggestions about future pathways. More of this kind of work would be useful, particularly if we want to find ways to help adults imagine new ways of connecting young people to social and material resources that can help them continue to learn, and deepen their connection to practices and possible selves. organized activities is used by youth development researchers to refer to settings that are primarily led by adults, invite voluntary participation, have a regular schedule, and are designed to support specific skills (Mahoney, Larson, & Eccles, 2005)

To complement theoretical motivational principles such as those described in Chapter 7 (this volume), we need grounded images of practice that can inform the design of powerful learning experiences.

FROM THE REFERENCES, TO READ Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7(3–4), 271–311.

Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice. Paris: OECD.

Barron, B., Levinson, A., & Matthews, J. (2013). Parent and child interests as drivers of joint media engagement. In A. Levinson (Chair), Joint media engagement: Diverse perspectives on how young children, families and teachers learn and interact with media together. Symposium conducted at the Annual Meeting of the AERA, San Francisco, CA.

Barron, B., Martin, C. K., & Mertl, V. (2014a). Appropriating the process: Creative production within informal interactions and across settings. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin (Eds.), The Digital Youth Network: Cultivating digital media citizenship in urban communities. Cambridge, MA: MIT Press.

Barron, B., Gomez, K., Pinkard, N., & Martin, C. K. (2014c). The Digital Youth Network: Cultivating digital media citizenship in urban communities. Cambridge, MA: MIT Press.

Kafai, Y. B. & Peppler, K. A. (2014). Transparency reconsidered: Creative, critical, and connected making with e-textiles. In M. Ratto & M. Boler (Eds.), DIY citizenship: Critical making and social media (pp. 179–188). Cambridge, MA: MIT Press.

Bricker, L. A., & Bell, P. (2012b). Positioning, situated learning, and identity formation. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1677–1678). New York, NY: Sage

Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55–77.