06 SES 04.5 PS, General Poster Session
General Poster Session
The poster presents the results of the cartography of virtual communities emerging from the project: “Comunidades Virtuales de Jóvenes: Hacer visibles sus aprendizajes y saberes” (“Virtual Youth Communities: Make visible their learning and knowledges”) - currently in development. This research project seeks to recapture and disseminate young people’s learning and knowledge outside of school based on the identification and in-depth analysis of their participation in virtual communities.
Virtual communities are digital meeting environments for young people and adults driven by their curiosity, concerns, personal motivations or needs. In these communities, some young people find a place of connection, exchange, self-regulation, belonging and acknowledgement (of the self and community), where in it is possible to collaborate, design, create and share but, most importantly, learn from and with others.
The goal of the project is understanding how and what do young people learn in virtual communities, from a social learning perspective and focusing on the relation between learning, knowledge and the world. Building upon the theory of situated learning (Lave and Wenger, 1991), which seeks to understand what kind of social encounters and commitments foster learning, several questions arise, such as: why are virtual communities created?, why do young people become involved?, how do they self-regulate?, what makes young people maintain their involvement?, and, what kind of knowledge is produced?, among others.
In order to answer these questions, our research focuses on exploring and identifying the elements that define virtual communities and their status as learning and knowledge production environments.
The research stages are: (1) virtual communities identification and cartography (2) field work stage, consisting of a detailed study of 4-6 cases and data collection (focus groups, detailed interviews, document and multimodal evidence gathering), with subsequent analysis and interpretation.
The poster describes the first stage of identification and cartography of virtual communities. To this end, a mapping of communities where young Spanish people participated was conducted.
We used Paulston’s Social Cartography theory (Paulston, 2001) as an approach that allowed us to identify and map the differences, similarities, points of agreement and disagreement, both visible and invisible, among the communities, and to establish how they interact or interrelate.
Roland Paulston (2001) understands the approach of social cartography as a standpoint that increases reflection capacity and apprehends the multiplicity of the subject of study, understanding the value of maps as spatial representations of knowledge standpoints and relations; entangled and intertwined rhizomatic representations (Deleuze and Guattari,1987).
Alonso L (1998) La mirada cualitativa en sociología: una aproximación interpretativa. Madrid: Editorial Fundamentos. Deleuze G and Guattari F (1987) A Thousand Plateaus: Capitalism and Schizophrenia. 1 edition (December 21, 1987). Mirmeapolis: University of Minnesota Press. Falzon MA (2009) Multi‐sited Ethnography. Theory, praxis and locality in contemporary research. Burlington: Ashgate. Glaser B and Strauss A (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company. Glaser B (1978) Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press. Hine C (2004) Etnografía virtual. Barcelona: UOC. Hine C (2005) Virtual Methods: Issues in Social Research on the Internet. New York: Berg Publisher. Lave J and Wenger E (1991) Situated Learning: Letigimate Peripheral Participation. Cambridge: Cambridge Univertity Press. Paulston R (2001) El espacio de la educación comparada y el debate sobre el posmodernismo. Propuesta Educativa 10 (23): 18-31. Peters M (2001) ¿Qué es el postestructuralismo?. Cuadernos de Pedagogía 4 (8): 39-66. Siekierska E (1995) From the task force on women in cartography to the ICA working group on gender and cartography: what we learned. In: National Resources Canada, Ottawa, Canadá, 2461-2470. Ottawa: Geomatics Canada. Available at: http://icaci.org/files/documents/ICC_proceedings/ICC1995/PDF/Cap480.pdf Tello C and Gorostiaga J (2009) El enfoque de la cartografía social para el análisis de debates sobre las políticas educativas. Práxis Educativa, Ponta Grossa 4(2): 159-168. DOI: http://dx.doi.org/10.5212/PraxEduc.v.4i2.159168 Torres I, Gaona S and Corredor D (2012) Cartografía social como metodología participativa y colaborativa de investigación en el territorio afrodescendiente de la cuenca alta del río Cauca. Cuadernos de geografía, revista colombiana de geografía 21(2): 59-73. Wolcott H (1994) Transforming Qualitative Data: Description, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publications
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.