The Constitution of a Social Practice of Reading.: A Starting Point for the Analysis of Learning as Changes in Participation
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education2005 (English)Conference paper (Refereed)
An influential trend in contemporary theories on learning is what could be referred to as the socio-cultural trend. Within this line of thinking, the social nature of learning is emphasised, as expressed by for example Jean Lave (1993) who argues that learning can be understood as changing participation in situated interaction. In other words, learning is considered to be something that takes place between people in interaction. As a consequence, it is by examining the situated interaction between people that we are able to understand and analyse learning processes and how knowledge is created.
In our paper, we are taking a step towards this understanding. Departing from an analysis of a situation where three seven-year-old children are reading a picture book together, we discuss the concept of participation in a situated activity. Put simply, we pose the question what it is to participate in a book reading activity, and how we can understand the children’s use of different interaction resources in the constitution of a social practice of reading. Finally, we raise the question of how this is related to the understanding of the learning process, and what it is that we are able to capture and understand when we study learning in terms of changes in participation or, in other words, interaction patterns.
Place, publisher, year, edition, pages
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-79136OAI: oai:DiVA.org:uu-79136DiVA: diva2:107049
Children and Youth in Emerging and Transforming Societies International Conference June 29 - 3 June Childhoods 2005 Oslo2006-04-042009-01-162009-10-01Bibliographically approved