Funds of Knowledge 2.0: Towards digital Funds of Identity

Abstract

This article builds on the author's previous work on Funds of Identity by offering a more robust conceptualisation of identity in relation to Vygotsky's concept of perezhivanie which is then situated within the discourse on digital identities. I also suggest how teachers and researchers could use avatars, digital representations of online users, as an identity text for drawing on and constructing students' funds of identity. In order to illustrate this approach, I briefly sketch an ongoing class-based research project called The Avatar Project. Overall, this article reaffirms and develops the argument that the Funds of Identity approach is an evolution of the Funds of Knowledge. This thesis is encapsulated in the phrase, digital funds of identity: funds of knowledge 2.0 which makes the connection between Funds of Identity and new technology explicit.

Leveraging funds of knowledge to manage privacy practices in families

“…Individuals' negative and positive experiences with technology inform their privacy perceptions and practices (Redmiles et al, ). Our finding that many participants said they developed privacy knowledge on their own aligns with previous education literature (Barton & Tan, ; Moll & Greenberg, ; Poole, ) on how one's own knowledge interacts and contributes to their own and their family members' funds of knowledge. These accrued funds of knowledge are picked up through experiences interacting with technology.…”

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

“…Over the past few years, the basic ideas underpinning the concept of FoI have remained unchallenged, but several proposals have been made to add types of FoI. González-Patiño and Esteban-Guitart (2014) and Poole (2017a) proposed inclusion of digital (technological) FoI. González-Patiño and Esteban-Guitart (2014) argued that these are important because we live in “mobile-centric societies” (p. 64) and digital devices are increasingly being used by young people to produce and share identity, although this occurs mainly out of school (Poole, 2017a).…”

“…Subero et al (2015) and Poole (2017a) referred to Zipin’s (2009) notion of dark FoK, (knowledge and skills related to experiences with challenging situations such as alcoholism and racial discrimination), suggesting that dark FoI should also be taken into account. Two different terms seem to have developed to address this idea.…”

Avatares y cajas de herramientas: Identidad digital y sentido del aprendizaje en adolescentes de secundaria

“…Esto permite recrear de manera idealizada el físico del autor o autora, modificarlo, adoptar los rasgos de algún personaje real o de ficción, e incluso cambiar el nombre o el género o transmutarse en un héroe o heroína mediático, en un animal mítico, en un objeto o ente abstracto. Es decir, el avatar puede ser una suerte de imagen del yo idealizado o aspiracional, que promueve procesos de catarsis e integración y puede movilizar emociones, debido a que conduce a andamiar el progreso a través de una zona de desarrollo próximo de la identidad del individuo (Poole, 2017a). Los sujetos participantes emplearon la aplicación Face Q o similar, que es una app gratuita descargable o para trabajar en línea, que permite crear un avatar con base en una serie de plantillas para lograr la máxima personalización posible.…”