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首页> 外文OA文献 >Exploring a learning ecology: teenagers' literacy practices in a Teen Second Life project - Schome Park:Paper presented as part of a symposium: Researching the Literacy Practices of Children and Young People in Virtual Worlds
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Exploring a learning ecology: teenagers' literacy practices in a Teen Second Life project - Schome Park:Paper presented as part of a symposium: Researching the Literacy Practices of Children and Young People in Virtual Worlds

机译：探索学习生态：青少年第二人生项目中的青少年识字实践-Schome Park：论文作为专题讨论会的一部分发表：研究虚拟世界中儿童和年轻人的识字实践

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This paper examines the literacy practices of teenagers in a Teen Second Life project, the Schome Park programme, with the specific aim of investigating connections students explicitly made between their learning in the virtual world project, and their experiences of schooling. Digital literacies, as all literacy practices, can usefully be approached through an ecological perspective (Barton, 2007). The notion of ecology provides a metaphor to assist us in thinking about "how the activity – literacy in this case – is part of the environment and at the same time influences and is influenced by the environment" (Barton, 2007, p. 29). This connects well with Barbara Rogoff's (1997) proposal that learning can be regarded as transformations in the patterns of participation in joint activity. Thus, taking a sociocultural approach to the teenagers' interactions expressed through their literacy practices in a combination of communicative domains, each with their own affordances, we are enabled to consider evidence of connections the students themselves choose to make with their experiences of schooling. The methodology for this paper combines 2 modes of analysis: corpus linguistics and discourse analysis. Corpus linguistics techniques include comparisons of word frequencies, the identification and analysis of keywords and examinations of collocates and concordances. Exemplar texts are then selected for more fine-grained discourse analysis in order to further investigate texts evidencing complex relationships between learning in the virtual world project and in school, as expressed by the teenagers. The data for this study are constituted by records of activities logged in two domains: A. Logs of synchronous 'chat' and instant messaging while inworld. B. Discussions posted on the community's forum. The corpus linguistics investigation was revelatory of a complex web of discourses concerning schooling and learning in Schome Park. One dichotomy was particularly powerful, contrasting the environments in terms of what the virtual worlds environment in terms of affordances contrasted against the perceived affordances of schools: including new curriculum topics, opportunities for leadership, empowerment in a community through the sharing of expertise and so on. However, close analysis also shows the manifold and varied ways in which students drew on knowledge and experience gained in schools when tackling various problems 'inworld'. Finally, there are many interesting traces of ways in which students spontaneously reported taking learning back from the virtual worlds project into their school learning lives. This paper and the experiences of the project more generally assist in meeting Barron's (2006) suggestion that reaching understandings of how learning takes place across settings, and of the possible synergies involved and obstacles, may be useful to educators especially if they are interested in finding ways to supplement or extend school-based opportunities. Furthermore, the paper demonstrates strengths and limitations of corpus and discourse analytic approaches to digital projects that generate vast data records.
机译：本文研究了青少年第二人生项目（Schome Park计划）中青少年的识字实践，其具体目的是调查学生在虚拟世界项目中的学习与学习经历之间的明确联系。数字素养和所有素养实践一样，可以从生态学角度有效地进行（Barton，2007）。生态学的概念为我们提供了一个比喻，以帮助我们思考“活动-在这种情况下的识字-是环境的一部分，同时又受环境的影响和受到环境的影响”（Barton，2007年，第29页） 。这与Barbara Rogoff（1997）的建议紧密相关，后者认为学习可以被视为参与联合活动模式的转变。因此，我们采取了一种社会文化的方式来研究青少年在交流领域中的素养实践所表达的互动，每个领域都有自己的能力，我们可以考虑学生自己选择与学习经历建立联系的证据。本文的方法论结合了两种分析模式：语料库语言学和话语分析。语料库语言学技术包括单词频率的比较，关键字的识别和分析以及搭配和一致性的检查。然后选择示例性文本进行更细粒度的话语分析，以便进一步研究证明青少年所表达的虚拟世界项目和学校学习之间复杂关系的文本。这项研究的数据由记录在两个域中的活动记录组成：A.同步“聊天”和即时通讯的日志。 B.在社区论坛上发布的讨论。语料库语言学调查揭示了有关Schome Park学校教育的一系列复杂话语网络。一种二分法特别强大，将环境与虚拟世界环境的供资条件与可感知的学校供求力进行了对比：包括新课程主题，领导机会，通过共享专业知识在社区中赋权等。但是，仔细的分析还显示，学生在解决“世界上的各种问题”时，会利用多种多样的方式来汲取在学校获得的知识和经验。最后，有许多有趣的痕迹，学生可以自发报告将学习从虚拟世界项目中带回到他们的学校学习生活中。本文和该项目的经验可以更广泛地帮助满足Barron（2006）的建议，即了解各种环境下学习的方式以及所涉及的可能的协同作用和障碍可能对教育工作者特别有用，特别是如果他们有兴趣寻找补充或扩展校本机会的方法。此外，本文演示了语料库和话语分析方法在生成大量数据记录的数字项目中的优势和局限性。

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    Gillen Julia;

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