Today is the first of three webinars exploring digital making and maker communities. The website for the series can be found here. This series s brings together initiatives, experiences, academic understanding and practitioner expertise around the field of digital making.
We will host three online events during May and June 2013 to develop resources and conversations that are explicitly international and bring together expertise and experience from the US and the UK.
The Series asks: what is new about digital making now? Why is it important? How does digital making relate to other forms of creativity? How can we best organise digital making for children and young people? Is digital making difficult to teach? What is happening in digital maker communities and how can we link schools and young people to them?
My report about the series is available here.
The Connected learning ResearcH Network, of which i am a member has now produced a synthesis report exploring the principles and design of connected learning. It is available here.
The press release for the report can be found here.
The Digital Media Learning Research hub is here.
A recording of this event is available here.
Jennifer Rowsell from Brock University and I recently led this SSHRC funded symposium in Toronto, November 7th-9th 2012. Working with participants from Canada, the UK, the US and Australia we explored the theoretical and practical challenges involved in revisiting broadly defined literacy research subjects and /or sites from the past.
Our starting point was that it would be interesting and generative to revisit research subjects who we worked with over the last 10/20 years. We invited about a dozen well-known and early career scholars in broadly speaking case study accounts of literacy (loosely defined in New Literacy Studies frame) to participate in the seminar. We suggested that participants needed to be able to locate and meet up with the ‘actors’ who peopled their account(s), or a least one of them and review with them:
– either the longer term nature of current literacy practices seeking to contextualise your contemporary accounts
– and/or their current reflections on the kinds of intervention or project you worked with them in the past
– and/or how lifecourse experiences may have shifted some of their earlier literacy practice orientations – the travel and traversal of their literacy practices
– and/or how the current digital regime have may have offered new and different opportunities for those earlier literacy practices
– -and/or how revisiting these research subjects may reveal underlying trends about current literacy practices in general.
We will be publishing and disseminating our work in the near future.
 Lemke, J. (2000). Across the scales of time: Artefacts, activities, and meanings in ecosocial systems. Mind, Culture and Activity, 7 (4), 273–290.
I gave this talk at the Vancouver Digital Media Ecologies Research Symposium. I argued that the place of ‘not-school learning organisations is firmly if unequally established as part of the ‘ecologies’ of educational provision in many cities across the developed world. In many of these initiatives there is an interest in and commitment to a range of creative actives, art , drama and forms of media making. There is a small if problematic research literature describing and characterising learning in such centres and spaces. In this talk I reflected on what it means to talk about learning out side of the school and explored the significance of some ‘creative biographies’ – examining the effect over time on people who participate in such initiatives when young and what difference it might make to them from a life-long perspective.
This is the title of a talk I recently gave in Vancouver at the Harbour Centre to a joint audience from Simon Fraser University and University of British Colombia. I explored three aspects of ‘The Class’. (1) learning in the home (2) learning music outside the school and (3) the social and learning capital made visible through social network analysis.
This book co-edted by myself and Ola Erstad has just been published by Cambridge University Press. You can order it here.
My study of the research, theory and advocacy for and about learning in out-of-school settings is now available here.
This was the title of a talk I gave in the Department for Creative and Cultural Arts, Hong Kong Institute of Education 27th August 2012.
In the talk I reflected on two linked themes emerging from The Class project.
– I questioned what it means to talk about the home as a site for learning describing the ‘educational bricolage’ that goes on in domestic environments as parents and children negotiate the pressures of commercial interests in opening up these spaces amidst an intensification of the pedagogicization of every-day life.
– I reported on the processes, patterns and meanings of how some young people learn music outside of formal education. Music means different things to the young people and they exhibited a range of different modes of learning to play an instrument and become proficient in musicmaking. These modes challenge, complements, supplement and in some cases suborn the practices of musicmaking we observed at the school.