Table Of ContentIDENTITY, COMMUNITY, AND LEARNING LIVES
IN THE DIGITAL AGE
Recent work on education, identity and community has expanded the intellectual
boundaries of learning research. From home-based studies examining youth
experiences with technology, to forms of entrepreneurial learning in informal
settings, to communities of participation in the workplace, family, community,
trade union and school, research has attempted to describe and theorize the
meaning and nature of learning. Identity, Community, and Learning Lives in the
Digital Age offers a systematic reflection on these studies, exploring how learning
can be characterised across a range of ‘whole-life’ experiences. The volume brings
together hitherto discrete and competing scholarly traditions: sociocultural
analyses of learning, ethnographic literacy research, geospatial location studies,
discourse analysis, comparative anthropological studies of education research and
actor network theory. The contributions are united through a focus on the ways in
which learning shapes lives in a digital age.
Ola Erstad is a professor in the Department of Educational Research, University
of Oslo. Professor Erstad works across the fields of media and educational
research and has published widely on issues of technology and education.
Julian Sefton-Green is an independent consultant and researcher. He is a principal
research Fellow at the London School of Economics and an honorary professor
at the Hong Kong Institute of Education. He has published widely on media
education, informal learning and creativity.
Identity, Community, and Learning Lives
in the Digital Age
Edited by
OLA ERSTAD
University of Oslo, Norway
JULIAN SEFTON-GREEN
London School of Economics and Political Science, UK
CAMBR IDGE UN IVERS I TY PRE S S
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Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
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© Cambridge University Press 2013
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2013
Printed in the United States of America
A catalog record for this publication is available from the British Library.
Library of Congress Cataloging in Publication Data
Identity, community, and learning lives in the digital age / [edited by] Ola
Erstad, Julian Sefton-Green.
p. cm.
ISBN 978-1-107-00591-4 (Hardback)
1. Learning – Social aspects. 2. Educational sociology. 3. Digital communications.
4. Identity (Psychology) I. Erstad, Ola. II. Sefton-Green, Julian.
LC191.I34 2012
306.43–dc23 2012016497
ISBN 978-1-107-00591-4 Hardback
Cambridge University Press has no responsibility for the persistence or accuracy of
URLs for external or third-party Internet Web sites referred to in this publication and
does not guarantee that any content on such Web sites is, or will remain, accurate
or appropriate.
Contents
List of Illustrations page vii
List of Contributors ix
Acknowledgements xv
1 Identity, Community, and Learning Lives in the Digital Age
Juli an Seft on-Gren and Ola Erst ad 1
section one. changing approaches to
studying learning: identity,
policy and social change
2 Tracing Learning and Identity Across Sites: Tensions,
Connections and Transformations in and Between Everyday
and Institutional Practices
Hans Christian Arnseth and Kenneth Silseth 23
3 Processual Methodologies and Digital Forms of Learning
Kirsten Drotner 39
4 Thinking About Feeling: Affect Across Literacies and Lives
Jay L. Lemke 57
5 Learning Lives in Second Modernity
Lynne Chisholm 70
6 Digital Disconnect? The ‘Digital Learner’ and the School
Ola Erstad and Julian Sefton-Green 87
v
vi Contents
section two. from learning to learners:
learning lives as they are
lived
7 Expanding the Chronotopes of Schooling for the Promotion
of Students’ Agency
Antti Rajala, Jaakko Hilppö, Lasse Lipponen and Kristiina
Kumpulainen 107
8 Studying the Discursive Construction of Learning Lives for
Individuals and the Collective
Judith Green, Audra Skukauskaite andMaria Lucia Castanheira 126
9 Social Entrepreneurship: Learning Environments with
Exchange Value
Shirley Brice Heath 146
10 The Construction of Parents as Learners About Preschool
Children’s Development
Helen Nixon 163
11 Participant Categorisations of Gaming Competence: Noob and
Imba as Learner Identities
Björn Sjöblom and Karin Aronsson 181
12 Making a Filmmaker: Four Pathways Across School, Peer
Culture and Community
Øystein Gilje 198
13 Portrait of the Artist as a Younger Adult: Multimedia Literacy
and ‘Effective Surprise’
Mark Evan Nelson, Glynda A. Hull and Randy Young 215
Index 233
Illustrations
figures
7.1 Interactive virtual map used in Bicycles on the Move!
© National Land Survey of Finland (MML), permission
number 53/MML/11 page 110
7.2 A local newspaper headline stating that upper secondary
school students found that the cycle routes in Espoo are in
a miserable condition 116
8.1 Patterns of structuring participation 139
10.1 Advice for parents in health clinic waiting room 169
10.2 Pages from a free book for parents from the health department 171
10.3 Parents supervise children in a shopping mall play area 173
10.4 Rules for using Playworld play spaces in shopping malls 174
11.1 Categorisations of player performance 185
11.2 Transcription notations 195
13.1 Final sequence from Lyfe-N-Rhyme (all photos by RelixStylz) 223
13.2 Sneakers hanging from a power line (photo by RelixStylz) 224
13.3 Headphones on a cracked sidewalk (photo by RelixStylz) 225
13.4 Billboard, “Love Is Outperforming Everything This Year”
(photo by RelixStylz) 227
tables
8.1 Mapping two events of the first day of class: Onset of community 131
13.1 Descriptive summaries of RelixStylz’s digital stories 219
vii
