62 Matching Annotations
  1. Nov 2015
    1. Comparisons of monitored and unmonitored chat rooms found that teens weaveracial references, slurs, and identifiers in their online conversations

      The importance of language and how it can cross settings. Does racialized language change once it crosses online due to internet anonymity?

    1. school club

      A whyville school club? This is interesting because how does the impact of a physical space located within a formal learning institution impact participation and construction of identity in a virtual world.

    2. Whypox

      This might be a stretch but could getting Whypox also be considered a indication for participation as it could be used a symbol of active participation? In the photo below one users writes "how cool! I have Whypox!!!!

    3. 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.

      Interesting. This makes me think of how community-based science games or individual games in general can be constructed as a space in which FoK is shared. Others who have successfully completed the games either alone or together with others, can inform others on how to do so.

    4. 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.

      So essentially how a player identifies oneself as a participant in a CoP constructed in a non-physical space.

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

      This reminds me a bit of funds of knowledge.

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

      Can people go between these two? Are you only situating it currently in the now? How will you define what an avid vs. a causal reader is? By self-identification of book customers? Or by your own judgment or observation of specific practices?

      For example I used to be an avid reader of manga in middle school and considered it my hobby (and even my island of expertise) but as I entered high school, I lost that my extreme interest and even my association and identity as an avid manga reader. Though I now reclaim it with the help of technology (and the ease of reading manga on a tablet).

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

      Maybe both?

    4. 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?

      This is interesting. I wouldn't associate reading many genres with a hierarchy/ legitimacy of the ability to claim reading as a hobby. Maybe explore how different genres impact the formation of a broad reading as a hobby CoP and identity of being an avid reader?

    5. 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.

      Ah this somewhat address a bit of my questions above.

  2. doc-0g-ag-prod-03-apps-viewer.googleusercontent.com doc-0g-ag-prod-03-apps-viewer.googleusercontent.com
    1. [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.

      Interesting way of combining and situating resources (objects), FoK (cultural meanings), and identities along with time-space.

    2. 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

      Here I think of islands of expertise to which the role parents play in cultivating children's islands, however taking it further to say that participation and learning move across spaces.

    3. 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.

      How does situating these connections differ from contextualizing?

    4. . 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

      This reminds me of Ball & Heath dance piece where students devised a new report script of a school report. They use a hybrid language (American standard and AAV) and everyday experiences (shootings) to construct their identity.

    1. 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.

      Very similar to Vossoughi & Gutiérrez's "multi-sited perspectives contribute to this discussion by urging us to pay equal attention to the practices and forms of human ingenuity that emerge in and through the connections/tensions/contradictions within and across various social spaces and activity systems—particularly for non-dominant youth"

      They both focus on the connections between activity and practice across space. They may differ in the sense of time of these connections last?

  3. Oct 2015
    1. networks

      social networks--social capital-- funds of knowledge

    2. Families

      Isn't this a more recent phenomenon?

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


    4. 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.

      arguing against this common narrative?

    5. 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


    6. 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.


    7. Railroad construction

      tech's role.

    8. Most migration from India was to colonies throughoutthe British empire.

      Indians in South Africa and Caribbean

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

      migration & tech relationship

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

      Strong focus bc of nationalism-- America is a country of melting pot?

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

      Nasir&Cook's material resources would do well here too. You mentioned earlier that there are 50 ppl in the class, does that impact the ability to develop positive relationship needed to connect with the practice of working out?

    2. legitimate peripheral participation lens

      I really liked the LPP lens you used to view this location/activity. It would also be great to include Nasir & Cook's article on resources.

    3. Barry’sBootcamp

      Is there a broader community beyond this gym? I can't help but wonder how society's standards and norms for being in shape may form/shape identities within this bootcamp.

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

      I am curious to see if physical shape impacts involvement and engagement.

    1.  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

      Poor immediate apprendability. Wonder how that impacts people's participation later on the exit or if even did so?

    2.  it  made  sense  to  have  sneakers  on  display  in  a  museum

      Because to teenagers sneakers are art?

    3. 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

      Great observation! This probably contributed to the immediate apprendability of the exhibit. How did the direction of the exhibit help facilitate understanding?

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

      I couldn't help but think of LPP's oldtimers and newcomers with age being in the reverse! The young'uns are the oldtimers and the newcomers are the older visitors. Though it seems according to your observations that teenagers were less likely to participate? To interact and read the displays?

    5.  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.

      I love what you wrote here! Especially how the display-- a sneaker display "validates... the cultural importance" of the itself. In what ways/characteristics did this display have that facilitated your assumption? Was it the signage? Is there way it can connect to immediate apprendability?

    1. 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)

      FWs and the development of a CoP through a shared knowledge and practice of "shifts" into their FW through the use of language and participation.

    2. 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."

      Drawing on the collective knowledge, their FoK to contribute to the creation of a collective identity of a group-- of "professionals."

    3. 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

      I think I've mentioned this earlier but the aspect of language and jargon to mark identity is common & important and I enjoy that Heath emphasizes this. It made me think of the hurdler when the coach would categorize athletes by their events & Yaheem's acceptance of specifically being a track athlete over being a football player/ general athlete.

    4. 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.

      Creation of a figured world (of baseball winners?) and CoP through language and shared view of winning?

    1. 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.

      Does this contrasts intent participation as islands of expertise gives mutual agency to both parents and children to shape and construct knowledge?

    2. 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.

      Crowley and Jacobs chose to exclusively tie the concept of island of expertise to children only instead of using it to frame people of all ages. I don't quite understand why this concept wouldn't be applicable to adults (who are not parents) especially hobbyists. Or it just happens to be their example had children?

    1. 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.

      Azevedo introduces a new concept of how to look at self-motivated engagements in a practice. I don't quite understand preference fully though? Is it individualized? Or can be impacted/influenced by other external factors? Identity? Community? Pre-established FoK?

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

      Can it be said that his knowledge from photography was used as a resource to further his interest and motivation for engaging in amateur astronomy? Or they fueled each other?

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

      Example of artifacts as a resources of both hobbyist's learning of astronomy and of Azevedo's research and understanding of study topic.

    4. 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.

      Azevedo highlights tools, artifacts, and materials as not only a social and cultural tools that facilitate actions but for allowing insight into hobbyist's motivations. They sure in a dual role/resources.

    5. 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

      Peers, instructors (can this also include parents), and self are all resources to learning by providing support. Support from others seems to suggest CoP or guided participation.

    6. 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

      Here, Azevedo emphasizes the agency interest participation has over other types of engagements? Would agency, the self, be considered a resource for engagement?

    1. 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.

      What caused the author to be considered part of the community (at least as a newcomer) and gain full access to participation?

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

      Does labeling youth as a political identity, take away from the agency actual youth who are not political active have?

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

      Cited right after is Rogoff, so of course this also fits within the exact definition of intent participation which places an emphasis on listening and observing.

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

      Only through civic engagement and participation can youth escape and improve quality of life, and identify that they should do so?

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

      As opposed to Moll's example of Aaron who drawing on his funds of knowledge to share with both his fellow classmates and teachers.

    2. 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.

      Here Rogoff clearly defines the difference b/w IP and AI. Seems to invoke LW's theory of LPP of newcomers and old-timers, with the addition of "shared endeavors".

    3. 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.

      This reminds of LW's example using the meat cutters apprenticeship to which journeymen had assignments not relevant to working at a supermarket and the specialization of tasks they had once on the job.

      Is Rogoff stating that the step to becoming full participants is to observe and eventually participate in the full range of activity (via intent participation)? Do children achieve a holistic view by becoming more deeply involved?

  4. Sep 2015
    1. has noted that identities can constrain or enable opportu-nities to learn and be successful in school

      More on this please.

    2. 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).

      This answered some of my questions from the previous two chapters on how and by who is identity constructed. However I still question if there are any conflicts between being within a figured world and how others socially construct and position ones's identity.

  5. newclasses.nyu.edu newclasses.nyu.edu
    1. cultural system

      I don't understand this view of romance as a cultural system. Overall example using romance seems weak compared to AA chapter.

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

      Has this word "jerk" changed in 35 years? ha.

  6. newclasses.nyu.edu newclasses.nyu.edu
    1. 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.

      How can one prevent an interpretation of a behavior or an identity from being assimilated into a figured world. Is the association with a figured world only through one's recognition and acceptance? That gives membership to a figured would a level of agency that I didn't expect.

    2. 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

      Can AA as an institution be viewed as implementing a a teaching curriculum to newcomers in AA? But then what is the role of a learning curriculum in AA's community of practice?

      Or am I totally looking at this weirdly?

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

      This section on power and privilege is a bit confusing. And how it relates to Bourdieu's concept of fields.

    2. 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."

      As mentioned earlier with Vygotsky's "pivot[ing]" with children and toys, AA members learn how to tell their stories and then use it to pivot into their figured world of AA.

      Side note: I think it is interesting the term "non-drink alcoholics" instead of recovering alcoholics, to which the general population might use, is used in AA's figured world. This touches a bit on the importance of understanding words in culturally figured worlds.