Trajectories of knowledge builders – A learning lives approach

Ola Erstad

Abstract


This article takes the position that studying learners in different contexts
and considering how resources from different contexts interconnect can
support a broader understanding of students’ ‘learning lives’. This stance
conceives learning in two ways. First, as ways of following young people
at and beyond school as they use digital media for different practices.
Second, as ways of studying the interconnected aspects of learning in situated
contexts; for example, knowledge work at school that draws on
students’ experiences and practices from beyond the classroom. This article
explores how studying trajectories of learning at- and beyond-school
can provide insight into the process of knowledge building among students.


Parole chiave


Learning Lives; Knowledge Building; Trajectories; Formal/Informal Learning

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