Session Information
19 SES 05 A, Parallel Paper Session 5A
Paper Session
Contribution
This paper is based on a PhD research now in progress at the Department of Education of University of Barcelona, under the under the mentorship of Esbrina Research Group. ESBRINA (2009SGR - 0503) and builds on previous research projects, namely: Rethinking school success and failure of secondary education from the relationship of young people with knowledge. (MICINN. EDU2008-03287. 2008-2011) and Policy and Practice regarding ICT in Education: Implication for Educational Innovation and Improvement. (MICINN. SEJ2007-67562. 2007-2010).
In recent years the group has been using narrative inquiry to study the relationship of young people with learning both inside and outside the secondary school (See: Hernandez, 2011). The research I am culminating (active during 2011-2013) aims to expand the knowledge in this area, one of the main objectives of the research is to understand how young people display ways of learning and participation -through the use of media , languages and literacies-connecting knowledge and experiences inside and outside the classroom. The purpose of the research is to find the traces that these meaningful learning experiences left in the doorway that connects and separates the classroom from daily life. This is an attempt to transfer these strategies to improve ways of teaching and learning in secondary schools.
The proposed revision is part of the methodological framework of the inquiry and focuses on the review of research conducted from virtually ethnography -in educational settings and non-as a new space of encounter and dialogue, where some fieldwork phases take place. A chosen territory and specifically proposed by young people who contributed to the research.
This multi-sited setting where the landscape unfolds favorable for studying the thresholds that bind and communicate what is happening inside and outside the school. With this goal in mind, the literature review asks:
• How have the experts studied the relationship between learning of young people in and out of school? How was this border area characterized?
Our presentation describes the tensions arising from the sources reviewed in relation to our research question, and it will provide us a description of the preliminary results. In other words, we will describe how this information has been received and assimilated and implemented during the development of the fieldwork conducted in a secondary school in Catalonia. And how does this translate into the field, in an attempt to understand:
- What is the sense that young people find in the significant learning experiences narrated? What role does the media, pictures and new literacies in this landscape?
In this research, the researcher accompanied for the last two academic years a group of 19 students in the final year of compulsory education, sharing their school day and accompanying them through their transits, daily life, outside the classroom. During the study a opened dialogue with teachers and tutors in charge of developing the Open Classroom transversal projects was also opened.
Method
Expected Outcomes
References
References (300 words) • Bakardjieva, M. (2009) The Internet in Everyday Life: Exploring the Tenets and Contributions of Diverse Approaches. In Burnett, R, M. Consalvo and C. Ess (eds) The Handbook of Internet Studies. Wiley-Blackwell. • Boellstorff,T; Nardi, B; Pearce, C; Taylor, T. L. (2012) Ethnography and Virtual Worlds: A Handbook of Method. Princeton University Press. • Boellstorff, T. (2008) Coming of Age in Second Life: An Anthropologist Explores the Virtually Human. Princeton: Princeton University Press. • Coiro, J., Knobel, M., Lankshear, C.; Leu, D. (eds) (2008). The Handbook of Research on New Literacies. Mahwah, NJ: Erlbaum. • Goodall, H. L. (2000) Writing the new ethnogaphy. Lanham: AltaMira Press/Rowman & Littlefield. • Hine, C. (2000) Virtual ethnography, Londres: Sage Publications. • Hakken,O.(1999b) Cyborgs@cyberspace? An Ethnographer looks to the future. Routledge, New York. • Miller, D. and Slater D. (2000) The Internet: An Ethnographic Approach. Oxford: Berg. • Ito, M., et al. (2010). Hanging out, messing around, and geeking out: kids living and learning with new media. Cambridge: MIT Press. • Jenkins, H (2008) Convergence culture: la cultura de la convergencia de los medios de comunicacion. Paidos iberica.Barcelona. • Kalantzis, M., Cope, B., and the Learning by Design Project Group. (2005). Learning by Design. Victorian Schools Innovation Commission: Melbourne. • Kress, G. (2003). Literacy in the New Media Age. London: Routledge. • Kress, G. (2010) Multimodality: a social semiotic approach to contemporary communication. London: Routledge. • Lankshear, C.; Knobel, M. (2008). New Literacies: Changing Knowledge and Classroom Learning. New York: McGraw-Hill. NO ES 2003? • Troman, G., Jeffrey, B., & Beach, D. (Eds.). (2006). Researching education policy: Ethnographic experiences. London: Tufnell. • Walford, G. (Ed.). (2008). How to do educational ethnography. London: Tufnell. • Wellman, B. and C. A. Haythornthwaite (2002). The Internet in everyday life. Oxford, UK; Malden, MA, USA, Blackwell Pub.
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