Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (254 pages) : , illustrations, tables.

ISBN: 9781479863570 (e-book)

Series Statement: Connected Youth and Digital Futures

Additional Edition: Print version: Livingstone, Sonia M. Class : living and learning in the digital age. New York : New York University Press, c2016 ISBN 9781479884575

Language: English

Subjects: Education , General works , Sociology

Keywords: Electronic books.

URL: Click to View

URL: De Gruyter

URL: EBSCOhost

URL: Internet Archive

URL: JSTOR

URL: NYU Press Open Square

URL: Open Library

URL: Oxford

URL: Project MUSE

URL: VLeBooks

URL: https://doi.org/10.18574/nyu/9781479884575.001.0001

URL: De Gruyter, Cover

URL: De Gruyter, Cover

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (x, 262 pages) : , digital, PDF file(s).

ISBN: 1-316-78919-5 , 1-316-79207-2 , 1-316-79255-2 , 1-316-79303-6 , 1-316-79351-6 , 1-316-79495-4 , 1-107-11090-4

Content: This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.

Note: Title from publisher's bibliographic system (viewed on 04 Jul 2016). , Machine generated contents note: List of tables; Acknowledgements; 1. Introduction: the learning lives of Groruddalen; 2. Groruddalen: Norway goes global; 3. From studying young people to creating narratives of learning lives; 4. Negotiating cultural identities: outdoor play, classroom discussions, and future orientation; 5. Learning identities: on the boundaries between work and play; 6. Forming learning identities through narrative; 7. Making choices to make a 'future': how community, the valley and the nation frame possibilities; 8. Schooling for tolerance: dealing with conflict and controversy; 9. Conclusion: the learning lives of new Norwegians; Appendices: 1. The education system in Norway: schools, levels, and transitions; 2. A map of Groruddalen; References. , English

Additional Edition: ISBN 1-107-04695-5

Additional Edition: ISBN 1-107-62521-1

Language: English

URL: Volltext  (lizenzpflichtig)

URL: https://doi.org/10.1017/CBO9781107110908

UID:

Format: 1 online resource : , illustrations (colour), maps (black and white).

ISBN: 9780197555521

Series Statement: Social justice and youth community practice

Content: A study of youth organizations in the cities of London, Toronto, and Vancouver that provide creative and cultural learning opportunities for socially marginalized young people. There is a history of building significant institutions in many cities around the world to create unusual social and educational opportunities for young people who are frequently at the margins of society. The author's tell the stories of a number of institutions bringing into the open extraordinary tales of social entrepreneurialism, innovative aesthetic, artistic practice, and dynamic progressive education and learning.

Note: Also issued in print: 2023. , "This is an open access publication, available online and distributed under the terms of a Creative Commons Attribution - Non Commercial - No Derivatives 4.0 International licence (CC BY-NC-ND 4.0)"--Title page verso.

Additional Edition: Print version : ISBN 9780197555491

Language: English

URL: Oxford Academic

URL: kostenfrei

UID:

Format: 1 Online-Ressource (xv, 237 Seiten) : , Illustrationen.

ISBN: 978-1-139-02623-9

Content: 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 characterized across a range of 'whole-life' experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial 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

Note: Machine generated contents note: Introduction: why learning lives? Julian Sefton-Green and Ola Erstad; Part I. 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 Arnseth; 3. Procedural methodologies and digital forms of learning Kirsten Drotner; 4. Thinking about feeling: affect across literacies and lives Jay Lemke; 5. Learning lives in second modernity Lynne Chisholm; 6. Digital dis-connect? The 'digital learner' and the school Ola Erstad and Julian Sefton-Green; Part II. From Learning to Learners: Learning Lives as They are Lived: 7. Expanding the chronotypes of schooling for the promotion of students' agency Antti Rajala, Jaakko Hilppo, Lasse Lipponen and Kristiina Kumpulainen; 8. Discursive construction of learning lives for individuals and the collective Judith Green, Audra Skukauskaite and Maria Lucia Castanheira; 9. Social entrepreneurship: learning environments with exchange value Shirley Brice Heath; 10. The construction of parents as learners about pre-school children's development Helen Nixon; 11. Participant categorizations of gaming competence: Noob and Imba as learner identities Bjorn Sjoblom and Karin Aronsson; 12. Making a film-maker: four pathways across school, peer culture, and community Oystein Gilje; 13. Portrait of the artist as a younger adult: multimedia literacy and 'effective surprise' Mark Evan Nelson, Glynda A. Hull and Randy Young

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-107-00591-4

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-107-50727-2

Language: English

Subjects: Education

Keywords: Lebenslanges Lernen ; Psychosoziale Entwicklung ; Lernumwelt ; Lebensbewältigung ; Psychosoziale Fähigkeit ; Bildung ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1017/CBO9781139026239

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (lizenzpflichtig)

URL: https://doi.org/10.1017/CBO9781139026239

Author information: Erstad, Ola

UID:

Format: 1 online resource (254 pages)

ISBN: 1-4798-6357-2

Series Statement: Connected Youth and Digital Futures ; 1.

Content: An intimate look at how children network, identify, learn and grow in a connected world.Read Online at connectedyouth.nyupress.orgDo today’s youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world?Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers’ perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds—in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students’ everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people’s social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities.

Note: Description based upon print version of record. , Frontmatter -- , Contents -- , Figures and Tables -- , Acknowledgments -- , Introduction: An Invitation to Meet the Class -- , 1. Living and Learning in the Digital Age -- , 2. A Year of Fieldwork -- , 3. Networks and Social Worlds -- , 4. Identities and Relationships -- , 5. Life at School: From Routines to Civility -- , 6. Learning at School: Measuring and “Leveling” the Self -- , 7. Life at Home Together and Apart -- , 8. Making Space for Learning in the Home -- , 9. Learning to Play Music: Class, Culture, and Taste -- , 10. Life Trajectories, Social Mobility, and Cultural Capital -- , Conclusion: Conservative, Competitive, or Connected -- , Appendix -- , Notes -- , References -- , Index -- , About the Authors , English

Additional Edition: ISBN 1-4798-8457-X

Language: English

DOI: 10.18574/9781479863570

UID:

Format: 1 Online-Ressource (100 p.)

ISBN: 9780262311984 , 9780262518246

Series Statement: The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

Content: A review of research on “not-school” learning that investigates what is distinctive in the quality of learning in these settings. Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In Learning at Not-School, Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these “not-school” settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of “learning-to learn”-that relate to analyses of language and technology. And he considers other forms of in-formal learning—in the home and in leisure activities—in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work

Note: English

Language: English

URL: kostenfrei

UID:

Format: 1 Online-Ressource (368 p.)

ISBN: 9781479863570

Content: An intimate look at how children network, identify, learn and grow in a connected world.Read Online at connectedyouth.nyupress.orgDo today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world?Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds-in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portraying the texture of the students' everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people's social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 online resource.

ISBN: 1315174758 , 9781351704755 , 1351704753 , 9781351704762 , 1351704761 , 9781351704779 , 135170477X , 9781315174754

Series Statement: Routledge research in education

Content: "Exploring how formal and informal education initiatives and training systems in the US, UK and Australia seek to achieve a socially diverse workforce, this insightful book offers a series of detailed case studies to reveal the initiative and ingenuity shown by today's young people as they navigate entry into creative fields of work. Young People's Transitions into Creative Work acknowledges the new and diverse challenges faced by today's youth as they look to enter employment. Chapters trace the rise of indie work, aspirational labour, economic precarity, and the disruptive effects of digital technologies, to illustrate the oinventive ways in which youth from varied socio-economic and cultural backgrounds enter into work in film, games production, music, and the visual arts. From hip-hop to new media arts, the text explores how opportunities for creative work have multiplied in recent years as digital technologies open new markets, new scenes, and new opportunities for entrepreneurs and innovation. This book will be of great interest to researchers, academics and postgraduate students in the fields of youth studies, careers guidance, media studies, vocational education and sociology of education"--

Additional Edition: Print version: Sefton-Green, Julian. Young people's transitions into creative work New York, NY : Routledge, 2020. ISBN 9781138040830

Language: English

Keywords: Electronic books. ; Electronic books.

URL: https://www.taylorfrancis.com/books/9781315174754

URL: lizenzpflichtig

UID:

Format: xi, 357 Seiten : , Illustrationen.

ISBN: 978-1-4798-8457-5 , 978-1-4798-2424-3

Series Statement: Connected youth and digital futures

Language: English

Subjects: Education , General works , Sociology

Keywords: Unterricht ; Lerntechnik ; Neue Medien ; Wissenssoziologie

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028964909&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028964909&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA

URL: Inhaltsverzeichnis

URL: Klappentext

Author information: Livingstone, Sonia M., 1960-,

UID:

Format: 1 online resource (100 p.)

ISBN: 0-262-31198-4

Series Statement: The John D. and Catherine T. MacArthur Foundation reports on digital media and learning

Content: Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In "Learning at Not-School," Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these "not-school" settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of "learning-to learn"--That relate to analyses of language and technology. And he considers other forms of in-formal learning--in the home and in leisure activities--in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Contains 17 notes.).

Note: Description based upon print version of record. , Contents -- Series Foreword -- Chapter 1. Introduction -- The Field of "Not-School" -- Focus of the Report -- Why Is This Important? -- Outline of the Report -- Chapter 2. Understanding Learning in Not-School Environments -- Hyphens and Plurals -- Summary -- Chapter 3. Researching Not-School -- Do Reviews of Work in the Sector Offer Us a Typology of Learning? -- Summary -- Chapter 4. Culture and Identity: Creative Media Production -- England in the 1980s: Youth, Culture, and Photography -- Oakland in the Twenty-First Century: Youth Radio -- Summary -- Chapter 5. Language and Technology: Learning to Learn and Metalearning -- The Fifth Dimension and the Computer Clubhouse -- Language in and through the Arts -- Summary -- Chapter 6. In-Formal Learning: Traversing Boundaries -- Amateur Musicians, Young Filmmakers, and Symbolic Creativity -- Tracing Biographies: Life Histories and Pathways -- Summary -- Chapter 7. Conclusion -- Historical and International Perspectives -- Identity, Metalearning, and Embedded Practices -- Implication for Further Study -- Notes -- References. , English

Additional Edition: ISBN 0-262-51824-4

Language: English