Learning connected civics: Narratives, practices, infrastructures

Ito, Mizuko; Soep, Elisabeth; Kligler-Vilenchik, Neta; Shresthova, Sangita; Gamber-Thompson, Liana; Zimmerman, Arely M.

doi:10.1080/03626784.2014.995063

Cited by 71 publications

(42 citation statements)

References 24 publications

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“…The findings reinforce existing models for curation (Andrews and McDougal, 2012;Mihailidis and Cohen, 2013), digital media literacy education (Alvermann, 2010;Hobbs, 2011;Rheingold, 2012aRheingold, , 2012b and connected learning (Ito, 2009;Ito et al, 2015), that collectively call for more relevant and effective means for engaging young people in digital media practice and reflection. The recommendations below advocate for a series of approaches to curation centered on building effective digital competencies for critical inquiry and expression in digital culture today.…”

Section: Introductionsupporting

confidence: 84%

Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Mihailidis

2015

E-Learning and Digital Media

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Despite the increased role of digital curation tools and platforms in the daily life of social network users, little research has focused on the competencies and dispositions that young people develop to effectively curate content online. This paper details the results of a mixed method study exploring the curation competencies of young people in digital culture. Forty-seven college students from two institutions in the north-eastern United States used the social curation platform Storify to curate essays on the topic of income inequality. Their curated stories were coded to explore for narrative development, consistency, sourcing, analysis, and content type. Regression models were used to assess clarity and balance of the curated stories, and a detailed questionnaire explored dispositions towards curation as a relevant and effective mode for engagement in digital culture. The paper argues that curation can enhance core media analysis and storytelling skills, and an understanding about the role of peer-to-peer platforms and collaborative spaces in digital culture. The results advocate the utilization of student-and creation-driven pedagogies that embrace curation as core digital and media literacy competencies for young people in daily life.

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Section: Introductionsupporting

confidence: 84%

Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Mihailidis

2015

E-Learning and Digital Media

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“…This framing highlights that learning is mediated through activity -actions, thoughts and emotions -that cannot be designed in advance, only indirectly influenced through design. In acknowledging the complex interplay of the social (Ito et al, 2015;Wenger, 1999), the material (Ingold, 2011;Lave & Wenger, 1991;Sørensen, 2009;) and the epistemic (Clark, 2010;Hutchins, 2014) in learning, and to focus design attention on those aspects of any learning situation that are open to alteration through design, ACAD offers a theoretical scaffold with four components (see Figure 1). The first three accommodate the designable aspects of the social, material, and conceptual dimensions of learning, and the fourth accommodates the emergent activity of learners, including acts of co-creation and co-configuration.…”

mentioning

confidence: 99%

Moving from pedagogical challenge to ergonomic challenge: Translating epistemology into the built environment for learning

Ashmore

2018

AJET

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In response to an acknowledged gap in the literature – concerning a lack of actionable knowledge about the relations between the designed environment and learning activity – we make a case for moving the field forward by reframing pedagogical challenges in ergonomic terms in order to reach satisfactory epistemic resolutions. This article reflects a time-honoured way of learning through apprenticeship and was produced through the collaborative efforts of an educational researcher and a specialist in audiovisual design. Drawing on our recent participation in the redevelopment of university teaching facilities, this case study explores how educational design ideas persist over the duration of large infrastructure developments. This article offers an overview of the 16-month design process, followed by a reframing of the underlying pedagogical challenges using the activity centred analysis and design framework (Goodyear & Carvalho, 2014), an analysis of the ergonomic solution presented in the final project documents, and a discussion of the epistemic resolution of two particularly demanding design challenges. It makes a theoretical contribution using the notion of epistemic apprenticeship to explore how educational design teams innovate in the absence of pedagogical evidence, and a methodological contribution that builds on analysis to connect epistemic intentions and pedagogical practice over time.

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“…Using their mobile devices, students sustained these new relations and, by and large, recognized these relations as something “new,” we argue, transformative. Students did not merely learn about concepts like connected civics (Ito et al , ) and learning on‐the‐move (Taylor & Hall, ). They learned through being in new relations with a familiar place—embodying a connection to previous activist communities on campus.…”

Section: Resultsmentioning

confidence: 99%

Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

Bell¹,

Taylor²,

Riesland³

et al. 2019

Brit J Educational Tech

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If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on “technological assemblages” as a way to understand students’ reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions‐in‐place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city.

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Learning connected civics: Narratives, practices, infrastructures

Cited by 71 publications

References 24 publications

Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Moving from pedagogical challenge to ergonomic challenge: Translating epistemology into the built environment for learning

Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

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