The presentation will discuss how to grasp the concept of the 'new learning' by a multi -site approach. A new concept of learning has emerged in Western educational rhetoric, focusing on the learner's own shaping of a learning route. A characteristic feature of this rhetoric is an international standardization of the vocabulary used in education with the English-language version as a model. In this new rhetoric the concept of the 'learner´ is no longer exclusively related to institutionalised contexts (pupils or students in schools) but also to so-called informal learning environments (various everyday contexts). One basic premise of this discourse is that the learner is supposed to design his/her own (lifelong learning) route. Learning is seen as a never-ending process from the cradle to the grave and is undertaken 'at one's own risk and responsibility' with the teacher acting as facilitator. It focuses on the creation of the flexible citizen who shows resilience in the face of uncertainty. In this rhetoric the 'outcome' is described' in terms of competences that generally prepare the person for creating her/his own 'lifelong learning route' ('living the life'), and are dealing with 'big issues' in life. Thus, competence and competence development are also key terms in the new rhetoric.I have made several studies of this learning rhetoric as it appears - and is situated and negotiated - in different sites, primarily in a Danish contexts, using partly ethnographic studies and partly discourse analyse of policy documents, analyses of debates etc. Examples will be given from my own and others studies - encompassing the market (e.g. how McDonald use the concept of learning in their marketing for children and their parents), school (my own studies of ethnographic studies of children's internet use in Danish schools), Danish policy documents debates (about the Danish Kindergarten), EU- policy documents, etc. (about how to implement life long learning in the member states) There can hardly be found one genealogy of the new learning concept because several origins and lines seem to cross each other in the "becoming" of the rhetoric in which the concept of learning is inscribed. So, rather than a traditional genealogy analyse the becoming of the new learning rhetoric should be considered within a rhizome-structure-thinking where becoming is a results of several crossing lines and several origins. (Deleuze& Guattari 1987). The new concept of learning can within this understanding be regarded as a 'moving concept' that moves from one knowledge regimes (spheres) to the other and on the one hand take shape from each of these regimes and on the other hand - as a consequence of it's movement - mutually infects the other spheres. In policy documents the concept of new learning have moved from adult education to educational settings for children; from institutionalised context to more and more informal (everyday-life) contexts; from international to national and local contexts. (But certainly it has moved back and to other sites)As I see it at the moment, in this analyse will at least lines from following knowledge regimes be included: 'The idea of the competent child'; 'Reform and child centred pedagogy; 'New liberalism and marketing', 'The child as consumer'; The child as citizens' 'The child as worker in a future perspective'; 'Situated learning and workplace learning' 'New management an Human Resource programmes'; 'Optimistic view on the children as conquers of the new IT world'; 'Political programmes designed to increase the national product" "social inclusions programmes' The list is not complete, neither accidental. It reflects regimes in which I at the moment have identified elements of the phenomena I call the new rhetoric of learning.