2: Tracing Learning and Identities Across Sites (Learners participate in…
2: Tracing Learning and Identities Across Sites
Learners participate in different settings with different social roles. E.g. playing computer games at home, science project at school
Tensions, connections and transformation occurs in participation in and across sites
Different *learning selves"
Affect ones identity and social life
Narratives important for learning, thinking and identity formation (Bruner, 2002)
Narratives constitute our learning selves, negotiated by different voices
Crucial consequences for further participation in educational context
Categories: Expert, beginner, ADHD etc. Explains action. Also negotiated, different voices. Expert categories as ADHD can lead to extra resources. p. 32
Young people's lives have become increasingly complex and diversified
(Gee, Hull and Lankshear, 1996)
, used differently from home (games, social interaction etc) to school (getting work done).
Students may need to renegotiate the meaning of computers when starting school
With computers, distinction between work and play becomes more difficult (Sefton-Green, 1998) p. 26
More difficult for youth to understand contexts and manage identities in and between settings
(Østerud & Arnseth, 2008)
Identity as gamer or learner in "serious" games?
Identities constructed in meetings between person and surroundings
Rapid movement between activities. Checking Facebook when school task is completed.
key to understand language and communication. Acts are understood as answers to others or to features of environment
: verbal, textual or audiovisual
: Perspectives on different topics. Based on/shaped by community
is created where voices meet
Inscription: Highlights non-human actors. Narratives and categories can be inscribed in artifacts