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This book adds to the international research literature on
contemporary Nordic childhoods in the context of fast-evolving
technologies. It draws on the workshop program of the Nordic
Research Network on Digital Childhoods funded by the Joint
Committee for Nordic research councils in the Humanities and Social
Sciences (NOS-HS) during the years 2019-2021. Bringing together
researchers from Finland, Norway, Sweden, Denmark and Iceland, the
book addresses pressing issues around children's communication,
learning and education in the digital age. The volume sheds light
on cultural values, educational policies and conceptions of
children and childhood, and child-media relationships inherent in
Nordic societies. The book argues for the importance of
understanding local cultures, values and communication practices
that make up contemporary digital childhoods and extends current
discourses on children's screen time to bring in new insights about
the nature of children's digital engagement. This book will appeal
to researchers, graduate students, educators and policy makers in
the fields of childhood education, educational technology and
communication. The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Whilst learning is central to most understandings of what it is to
be human, we now live in a knowledge society where being educated
defines life chances more than ever before. Learning Beyond the
School brings together accounts of learning from around the world
in organisations, spaces and places that are schooled, but not
school. Exploring examples of learning organisation,
pedagogisation, informal learning and social education, the book
shows not only how understandings of education are framed in terms
of local versions of schooling, but what being educated could and
should mean in very different social and political contexts. With
contributions from scholars based in Australia, Europe, the USA,
Latin America and Asia, the book brings together accounts of
learning outside of school. Chapters contain rich and detailed case
studies of innovative projects, new kinds of learning institutions,
youth, peer-driven and community-based activities and public
pedagogies, as well as engaging with the dimensions of an argument
about the place and nature of learning outside of the school. It
challenges dominant versions of school around the world, whilst
also critically discussing the value and place of
non-institutionalised learning. Learning Beyond the School should
be of interest to academics, researchers, postgraduate scholars
engaged in the study of comparative education, youth work,
education systems, digital culture, sociology of education and
youth development. It should also be essential reading for
practitioners and policymakers who are interested in youth and
education system reform.
Whilst learning is central to most understandings of what it is to
be human, we now live in a knowledge society where being educated
defines life chances more than ever before. Learning Beyond the
School brings together accounts of learning from around the world
in organisations, spaces and places that are schooled, but not
school. Exploring examples of learning organisation,
pedagogisation, informal learning and social education, the book
shows not only how understandings of education are framed in terms
of local versions of schooling, but what being educated could and
should mean in very different social and political contexts. With
contributions from scholars based in Australia, Europe, the USA,
Latin America and Asia, the book brings together accounts of
learning outside of school. Chapters contain rich and detailed case
studies of innovative projects, new kinds of learning institutions,
youth, peer-driven and community-based activities and public
pedagogies, as well as engaging with the dimensions of an argument
about the place and nature of learning outside of the school. It
challenges dominant versions of school around the world, whilst
also critically discussing the value and place of
non-institutionalised learning. Learning Beyond the School should
be of interest to academics, researchers, postgraduate scholars
engaged in the study of comparative education, youth work,
education systems, digital culture, sociology of education and
youth development. It should also be essential reading for
practitioners and policymakers who are interested in youth and
education system reform.
As fast-evolving technologies transform everyday communication and
literacy practices, many young children find themselves immersed in
multiple digital media from birth. Such rapid technological change
has consequences for the development of early literacy, and the
ways in which parents and educators are able to equip today's young
citizens for a digital future. This seminal Handbook fulfils an
urgent need to consider how digital technologies are impacting the
lives and learning of young children; and how childhood experiences
of using digital resources can serve as the foundation for present
and future development. Considering children aged 0-8 years,
chapters explore the diversity of young children's literacy skills,
practices and expertise across digital tools, technologies and
media, in varied contexts, settings and countries. The Handbook
explores six significant areas: Part I presents an overview of
research into young children's digital literacy practices, touching
on a range of theoretical, methodological and ethical approaches.
Part II considers young children's reading, writing and
meaning-making when using digital media at home and in the wider
community. Part III offers an overview of key challenges for early
childhood education presented by digital literacy, and discusses
political positioning and curricula. Part IV focuses on the
multimodal and multi-sensory textual landscape of contemporary
literary practices, and how children learn to read and write with
and across media. Part V considers how digital technologies both
influence and are influenced by children's online and offline
social relationships. Part VI draws together themes from across the
Handbook, to propose an agenda for future research into digital
literacies in early childhood. A timely resource identifying and
exploring pedagogies designed to bolster young children's digital
and multimodal literacy practices, this key text will be of
interest to early childhood educators, researchers and
policy-makers.
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.
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.
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.
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.
Today's world is in turmoil. Economic crises are bringing countries
to the brink of ruin, and old models are being questioned. The same
sense of crisis also exists in contemporary education, and there is
a need to explore new educational models. Digital Learning Lives:
Trajectories, Literacies, and Schooling is a contribution in this
direction. This book explores the importance of the adoption of
digital technologies by contemporary education systems. Partly a
synthesis of findings from projects carried out in Norway by the
author over the past 15 years, the data have been extended to raise
key questions about the effectiveness of current education
strategies for the Facebook and YouTube generation. Along the way,
a promising approach for future developments in education is
introduced that embraces the engagement of digital media - what Ola
Erstad terms 'learning lives'. Use of digital media in schools and
in everyday culture becomes the catalyst for exploring learning as
life-deep (studying identity processes), life-wide (studying
learners across contexts), and life-long (studying learning as
trajectories and timescales). The book is targeted toward courses
on digital learning, educational change, school development, and
formal-informal learning.
Today's world is in turmoil. Economic crises are bringing countries
to the brink of ruin, and old models are being questioned. The same
sense of crisis also exists in contemporary education, and there is
a need to explore new educational models. Digital Learning Lives:
Trajectories, Literacies, and Schooling is a contribution in this
direction. This book explores the importance of the adoption of
digital technologies by contemporary education systems. Partly a
synthesis of findings from projects carried out in Norway by the
author over the past 15 years, the data have been extended to raise
key questions about the effectiveness of current education
strategies for the Facebook and YouTube generation. Along the way,
a promising approach for future developments in education is
introduced that embraces the engagement of digital media - what Ola
Erstad terms 'learning lives'. Use of digital media in schools and
in everyday culture becomes the catalyst for exploring learning as
life-deep (studying identity processes), life-wide (studying
learners across contexts), and life-long (studying learning as
trajectories and timescales). The book is targeted toward courses
on digital learning, educational change, school development, and
formal-informal learning.
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