The learning lives of digital youth—beyond the formal and informal
2011; Taylor & Francis; Volume: 38; Issue: 1 Linguagem: Inglês
10.1080/03054985.2011.577940
ISSN1465-3915
Autores Tópico(s)Youth Education and Societal Dynamics
ResumoAbstract The main objective of the paper is to present an outline for an approach studying young people as learners across contexts, presented here as a 'learning lives approach'. For youth, the two most time-consuming aspects of their daily lives are schooling and media use. In research, we tend to study these as two separate worlds. The challenge is to find ways of understanding the interconnections between these two worlds as experienced by young people. The term 'learning lives' is meant to grasp the longer trajectories of learning that young people are involved in, moving from one setting to another. The paper explores key issues that inform a learning lives approach: theoretically, conceptually and methodologically. It is broader in scope than former approaches, comprising a study of learning as lifelong and lifewide in studying young people, new media and learning. Keywords: learning livesdigital youthformal/informal learninglearning identitiesparticipation trajectoriesproject work Acknowledgements I would like to thank Julian Sefton-Green, Hans Christian Arnseth and Oystein Gilje for stimulating collaboration in the learning lives project, and valuable discussions in the Transaction research group in Oslo. Notes 1. Oslo is divided by a river that runs through the middle of the city, constructing an Eastern and Western part. In general this division also indicates some distinct ethnic, religious and socioeconomic differences between the West and East of Oslo, though there are differences within communities on each side. In the East the average socioeconomic level of families is much lower that in the West. The major immigrant groups that have come to Norway during the last 30 years live in the Eastern part of Oslo, with hardly any living in the Western part.
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