Digital Video Community of Practice

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Intro

The after school world. A setting, a field of agency for youth.


Framework

Learning (connected, situated).

Literacies.

Questions

  • CoP

What are the characteristics of the community and of its network? its shared identity? and practice?

What are the structured social practices (activities, tasks, habits) of the community?

How does the framework of CoP allow us to understand the agency of Latino/Hispanic youth in the afterschool field/context/setting/space?

How does the CoP kept itself alive? What kind of resources was able to mobilize?

Can the concept of CoP be applied to the after school program? to the activities developed in the after school space/field/context of FHS?


  • Participation

How does participation in the media and through the media happens in the context/setting/field of the after school space? and specifically while participating in the digital video CoP?

How does access to digital media, to material and technology resources support the participation in this CoP?

  • Identity

What are the characteristics of the identity developed by the members of the CoP?

What kind of identity is supported by the CoP? How does the CoP transforms Latino/Hispanic youth identities?

  • Creativity

How does digital media, and in particular, digital video software and hardware support creative agency? creative autonomy?

What kind of media texts or content were created? What are the characteristics of the the media content that was created?

  • Connector and broker.

What is the role of connector in the mobilization of resources? What are the bridges that are extended? How does Mr. Lopez assume this role? What are the characteristics of his practice?


  • Skills

What skills are developed? Which literacies are supported? What did members learn while participating? What is the shared expertise?

How do they understand their learning in this context?

  • Digital inequalities

How does the participation in this CoP solved issues of access to technology? enrichment opportunities?

Which resources were cultivated and gained? Which were still lacking? Where did the inequalities remain?

References

Cooper CR, Denner J, Lopez EM. Cultural brokers: helping Latino children on pathways toward success. The Future of Children When School is Out; v9, n2, p51-57

Gardner, Margo, Jodie L. Roth, and Jeanne Brooks-Gunn. (2009). “Can after-school programs help level the playing field for disadvantaged youth?” Equity Matters Research Review, Vol. 4. Online.


Gee, James Paul. 1990. Social Linguistics and Literacies: Ideology in Discourses. London:Taylor & Francis (2nd edition 1996).

Gee, James Paul. (2005) "Meaning making, communities of practice, and analytical toolkits" Journal of Sociolinguistics 9/4. 590-594

Hall, Georgia, Laura Israel, and Joyce Shortt. 2004. “It’s about Time! A Look at Out-of-School Time for Urban Teens.” Wellesley, MA: National Institute on Out-of-School Time. Available at < http://www.niost.org/ pdf/AOLTW.pdf >


Herr-Stephenson, B. et al. (2011) Digital Media and Technology in Afterschool Programs, Libraries, and Museums. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, Massachusetts: MIT Press.


Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Lave, J. (1993). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, and S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 17–36). Washington, DC: American Psychological Association.

Lave, J. (1997). The culture of acquisition and the practice of understanding. In D. Kirshner and J. A. Whitson (Eds.) Situated cognition: Social, semiotic, and psychological perspectives (pp. 63–82). Mahwah, NJ: Lawrence Erlbaum Associates.

Lave, J., and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Sefton-Green, J. (2012) Learning at Not-School. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, Massachusetts: MIT Press.


Wenger, Etienne. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

Wenger, Etienne., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.

Wenger, Etienne. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social Learning Systems and communities of practice. Springer Verlag and the Open University.