Trajectories, Literacies, and Schooling
Part III: Digital Learning Lives
P a r t I I I Digital Learning Lives Erstad Final_Erstad fin 8/14/13 9:18 PM Page 147 Erstad Final_Erstad fin 8/14/13 9:18 PM Page 148 c h a p t e r s i x Learners in Motion “. . .classrooms or other sites of learning are seen less as parking lots and more as intersections.” (Leander, Philips, & Taylor, 2010, p. 8) Introduction An implication of what has been discussed in the previous chapters is an orienta- tion towards studying the learners; understanding them within and across diﬀer- ent learning contexts. It is not digital media in themselves nor the school curriculum defining what needs to be learned that is the approach argued for in this book, but rather to understand learners in all their diversity and complexity. As such, the point is to follow learners in their everyday activities and track diﬀerences and similarities between school-based learning and learning in other contexts as defined by the learners themselves. It is not an orientation towards the learner that represents something new and challenges established educational conceptions, but rather the way time and space relationships are brought into the picture. As such, it moves away from studies of the individual learner in a cognitive sense, and shifts the focus towards interactions within and across diﬀerent contexts, and the sociomateriality of human interaction (Sørensen, 2009). Erstad Final_Erstad fin 8/14/13 9:18 PM Page 149 The role of digital media is important in the way...
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