An examination of the construct of legitimate peripheral participation as a theoretical framework in literacy research

Examination of the applied instructional design process in transforming tacit knowledge into explicit knowledge through communities of practice

“…Wenger (2004) define practice as "the body of knowledge, methods, tools, stories, cases, documents, which members share and develop together" to address recurring problems in their specific context (2004). Most recently Consalvo et al (2015) defined practice, from a Wengerian perspective, as a "way of acting in the world" and as "a field of endeavor and expertise" (p. 3). These definitions suggest that "practice implies knowledge of and engagement with a domain" (Uzuner Smith, Hayes, & Shea, 2017, p. 211).…”