Comparisons of monitored and unmonitored chat rooms found that teens weaveracial references, slurs, and identifiers in their online conversations

school club

Whypox

nmost cases, the science games are single player, but there are also a number of gamesthat require smaller groups of players, as well as community-based science gamesthat involve all Whyvillians.

pro-vides insights into what its players talk about, with whom they socialize, what theylike to play, and how they engage in investigations—in short, all it takes to become aplayer in a virtual community.

If two people are shopping together,they areoften advisingone another on whatto choose.

also want to look at the threshold between avid reader and casual reader.

I am wondering if I need to interview shoppers specificallyat The Strand for this or if I can just interview other people I know?

Or is one of the reasons why those who claim reading as a hobby read so much due tothe fact that they read so many different genres?

some shoppers, perhaps the new-comers, are tentative as theyenter the store, and stick to the main entry area where bestsellers and staff recommendationsare housed. The old-timers enter with purpose, and go straight to the section where they can find the books they like.

[moving] out from the single sites and local situations of conven-tional ethnographic research designs to examine the circulation of cultural meanings, objects, and identities in diffuse time-space.

Do the questions raised in one setting by educators or peers become resources for learners’ expanded participation in another setting? When and how do young people make connections across seemingly distinct academic and/or extra-curricular domains (across settings, or across contexts with-in a single setting)? Are these connections recognized or cultivated b

to gain a deeper understanding of the multiple environments that shape people’s everyday experiences; and, as we return to below, studying, rather than taking for granted or simply treating as “context,” broader connections, ecologies, and historical and structural conditions.

. In our experience, drawing on one’s home language or hybrid language practices as legitimate tools for reading and writing within a summer academic outreach program, or citing one’s personal experience as a form of evidence within an argumen-tative essay (Espinoza, 2009; Gutiérrez, 2008; Vossoughi, 2011a, b), entails the development of trust, the emergence of new intellectual tensions and possibilities, and the potential for deepening one’s sense of cultural and educational dignity

cultural learning pathways – connected chains of personally consequential activ-ity and sense-making – that are temporally extended, spatially variable, and cultur-ally diverse with respect to value systems and social practices.

networks

Families

But migration also has apositive relation to nationalism and the control of territorial bound-aries

What seems to be at stake in insisting that 1914was the end of massmigration is not just the number of migrants, but the belief that a newera of nationalism, rigid borders, and government regulation hadtaken root.

his date makes somesense from the perspective of the North Atlantic, where migration pat-terns were severely disrupted by World War I and its aftermath

The nearly contemporaneous rise ofglobal migration suggests that non-Europeans were very much involvedin the expansion and integration of the world economy, well beyondthe direct intervention of Europe.

Railroad construction

Most migration from India was to colonies throughoutthe British empire.

As migration increased alongwith new transportation technologies in the 1880s, regions of intensive

The transatlantic migrations to the Americas are the best knownof these migrations

Identity is a major part of this gym; though classes are individually purchased which means there is no concrete membership

legitimate peripheral participation lens

Barry’sBootcamp

the level of that engagement differs depending on the involvement and engagement.

 Although  there  was  a  sign  that  informed  visitors  this  was  the  exhibit,  I  witnessed  many  people  miss  this  entrance  and  have  to  loop  back  before  they  realized  this  was  the  plac

 it  made  sense  to  have  sneakers  on  display  in  a  museum

mbers.  These  plaques  guided  the  visitor  around  the  space  in  the  intended  direction,  chronologically  and  thematically  through  the  evolution  of  the  sneaker,  it  seemed  to  a  natural  movem

y.  In  contrast,  the  many  high  schoolers  that  were  visiting  as  a  group  seemed  immediately  comfortable  with  the  exhi

 However,  the  first  display  inside  the  entrance  goes  into  detail  of  the  design  of  sneakers.  This  display  seemed  to  justify  and  validate  shoes  as  an  aesthetic  item  with  cultural  importance.

e coach characterized the efforts of the entire team, including his own, as being within the "good time" of "a fantasy world" (see team goals, team objective, and coach's premise stated earlier). He shaped and reshaped this world and allowed it to expand greatly the types of reasoning, inferencing, and action taking practiced by the boys. He marked, and encouraged the boys to mark, what they were learning from the shifts made possible in their sociodramatic plays by asking them specific sets of questions as follow-ups or lead-ins to plays. To their conditional world, the coach added rules that he then followed up with more conditionals that would lead team members to expand their understanding of various contexts that could shape outcomes of applications of rules (see "setup for conditional statement," outlined previously)

The models or experts to whom the boys linked their own behaviors lay beyond the coach and the vagaries of team membership; they rested in the collective knowledge of team members as they read about baseball, watched games on television, or heard them on the radio. Frequent reminders made clear who the boys were: "We're professionals," "We're card-carrying members of a group," "We're all in it together."

he coach and his players referred to balls that were easy to hit or easy to catch as "marshmallows." During games, the team and the coach would remind batters to "wait for a marshmallow." Frequent use of this and other terms (e.g., " d i g " to refer to a low pitch) marked the inclusiveness of the team at games; neither their own parents nor members of the other team knew the meanings of the boys' cheers and technical terms

dominant view is that the game will always get better and, as it does, so will the players. In their speech and actions, Little League baseball teams gear themselves to win.

They are co-constructed through the ongo-ing negotiation of children and parents' interests, children and parents' choices about family activities, and children and parents' cognitive proc-esses, including memory, inferencing, problem solving, and explanation.

An island of expertise is a topic in which children happen to become inter-ested and in which they develop relatively deep and rich knowledge.

Preferencesare long-termgoals(observational,material, aesthetic, practical, social,and others),values, beliefs,and so on thattogether form a multidimensional motivational structure behind one’s extended,self-motivated engagement in a practice.

When he started amateur astronomy,marrying it with his interest in photography was a natural move for him.

I collected any artifacts that astronomers producedas part of their practice. Chief among these was Mitchell’s extensive set of astron-omy notes

presumably in amateur astronomy as well, andthus provide a tangible way for tracing a hobbyist’s motivations for engagingthe practice in the short and long run.

providing favorable conditions for individuals’ interests to take hold and developis a central concern of instructional design. Ensuring support from peers andinstructor as well as allowing students to plan and execute aspects of learningactivities

nterest-based engagement in a practice refers to self-motivated,often self-guided, short- and long-term participation in the fabric of activities thatmake up the practice

the fact that people in TRUE expected me to contribute along with every-one else to planning the conference gave me insight into the shared division of la-bor among adults and youth there.

argued that in the 1990s, the category “youth” gainedsymbolic meaning “as apolitical identity, a shared worldview that provided the ba-sis for collective action”

Thesechildren learn by listening in, observing, and taking initiative in shared endeavorswith adults.

youth of color from low-income neighborhoods have few opportunities to par-ticipate in activities that foster their civic development (

Children address only the teacher, seldom taking other children’s ideas into accountin building their own contributions

n the intent participation tradition, experienced people play a guiding role, facil-itating learners’ involvement and often participating alongside learners—indeed,often learning themselves. New learners in turn take initiative in learning andcontributing to shared endeavors, sometimes offering leadership in the process.In contrast, in assembly-line instruction, experienced people manage learners’behavior and communication. They subdivide the task, often directing but notactually participating in the activity at hand. They serve as experts, and the learners,in turn, are supposed to cooperate in receiving instruction and information andcarrying out assignments.

Instead of doing exercises out of the context ofthe productive use of skills and information, young children’s integration in familyand community activities allows them to become increasingly deeply involvedthrough their intent participation.

Practice, Person, Social World

has noted that identities can constrain or enable opportu-nities to learn and be successful in school

Within these figured worlds,identity is constructed as individuals both act with agency in authoring themselvesand are acted upon by social others as they are positioned (as members, nonmembers,or certain kinds of members).

cultural system

A jerk is a type of man who is neither attractive nor sensitive to women.

Even should he accept this interpretation of his drinking behavior, so long as the interpretation remains unassimilated to a figured world such as that created by AA, he need not see it as an aspect of himself that carries over into other areas of his life.

AA has constructed a particular interpreta­tion of what it means to be an alcoholic, what typical alcoholics are like, and what kinds of incidents mark a typical alcoholic's life. This cultural knowledge about alcoholism and!!!� alc<l,!J,olic shared byE::"...mbers of AA differs both from the cultural kn(tWkggl'::<Lhl�sm shared�e outside of AA and fron:_ilie self-und�rstawling of most po!:!;_ntial_'E:�m­bers before they enter AA

institutionalized "stl'_ll_<:_t:':'Ees" _ofp_<'-\lle.': .. .. i' .. landscapes .. the .. lu:unedia.te D.I<i<;r_oLinll:J-action.

These life stories, too, take on the extended meanings characteristic of play and are thus re-formed within the larger frame of reference, the figured world of AA. They become the cultural resource that mediates members' identities as "non-drinking alcoholics."