Unge, medier & intersubjektivitet : filosofiske refleksjoner

Problemområde Den foreliggende teksten tar form som en sammensetning av filosofiske refleksjoner over forholdet mellom den unge, medier og intersubjektivitet. Den er formulert som et forsøk på å vise hvordan individet par excellence konstitueres intersubjektivt – i møtet med en annen enn seg selv. Intersubjektivitet handler om hvordan en oppnår innsikt i ens egen og andres livsverden, nettopp fordi begrepet holder i seg en idé om at individet er åpent for det det alltid allerede er en del av, nemlig den/det andre. Teksten tar utgangspunkt i en teoretisk erkjennelse om at individet i konstitueringen av selvet trekker på de ulike situasjonene det inngår i, noe som betyr at de unges interaksjon med og gjennom de elektrodigitale mediene må inkluderes i deres konstituering av seg selv som individ. Teksten vil således også være et forsøk på å vise hvordan intersubjektivitet kan tenkes innenfor rammen av de unges mediebruk. Metode Unge, Medier & Intersubjektivitet – filosofiske refleksjoner fortoner seg som et rent tekststudium, noe som betyr at selve analysen av tekstene jeg studerer kommer i fokus. Teksten bærer i seg elementer av en problemorientert filosofididaktikk. For ved å forholde meg pragmatisk til tekstens problemområde – hvor jeg gjennom selve analysen av de utvalgte tekstene jeg mener utgjør meningsfulle bidrag forsøker å belyse de ulike sidene ved problemområde – vil området som ”helhet” bli kastet lys over. Måten jeg går frem på i lesningen av de utvalgte tekstene bærer også i seg elementer av en hermeneutisk-dialektisk metode. Ved å analysere de ulike tekstene vil jeg hele tiden konstruere nye bidrag, ” nye kombinasjoner”, som vil kunne kaste nytt lys over tekstens problematikk. Sentrale kilder Jeg tar først og fremst utgangspunkt i de tre filosofiske feltene Bildungtradisjonen, pragmatisk filosofi og dekonstruksjon, med de tilhørende representantene Wilhelm von Humboldt og Lars Løvlie, George Herbert Mead og Hans Joas, og Jacques Derrida. Jeg vil i stor grad benytte meg av primærlitteratur, men også støtte meg til andres lesning av flere av disse representantene. Selv om disse utgjør store deler av rammen for teksten, hvor Jacques Derrida på mange måter kan sies å utgjøre hovedtyngden, vil jeg i teksten supplere med refleksjoner av blant annet Sherry Turkle, Torill Mortensen, Mike Sandbothe og Donna Haraway. Resultater I den foreliggende teksten kommer det til syne ulike måter å forstå hvordan individet konstitueres intersubjektivt. Det som også kommer til syne er at denne konstitusjonen av individet er fullt mulig å tenke innenfor rammen av mediebruk. De ulike filosofiske feltene som i denne teksten står i fokus utgjør viktige bidrag til å etablere en forståelse av denne erkjennelsen. I både Bildungtradisjonen, pragmatisk filosofi og dekonstruksjon finner man måter å betrakte individets omgang med omgivelsene på, hvor den/det andre har en sentral plass – måter å betrakte forholdet mellom den unge og den/det andre på som lar seg sette inn i rammen av de unges bruk av medier. For det å være online, å benytte seg av kulturens teknologiske hjelpemidler i sin interaksjon med den/det andre, trenger ikke nødvendigvis å betraktes som kategorisk forskjellig fra det å være offline. Den unge skaper mening sammen med den/det andre der den befinner seg, være seg offline eller online – en erkjennelse pedagogikken må ta inn over seg

Exploring Peer Mentoring and Learning Among Experts and Novices in Online in-Game Interactions

Becoming a competent player of online games involves complex processes and networks of online and offline life where the player is socialized into social norms and expectations. An important aspect of what constitutes gamers learning trajectories is guidance from experienced players. Games are public spheres where learning is social and distributed and where players often are enabled to learn new and advanced competencies. However, there is little educational research on how these competencies are cultivated and employed within a competitive gaming scene. In the current paper, we analyze the mentor-apprentice relationship between an expert and a novice in the multiplayer FPS CS:GO within an eSports and educational context. By assuming a dialogic approach to meaning making, we will examine how novices and experts uphold and talk the relationship into being and how the peer teaching and learning manifests in the in-game interaction. The ethnographic data was collected in collaboration with a vocational school with an eSports program in Finland in 2017-2018. Students (aged 17-18, all male) playing CS:GO shared screen recordings of their matches and took part in interviews. The participants play in two different teams. Here, we focus on Martin (expert) and John (novice) from team one. Martin was the highest ranked team member, something his team members are aware of and make relevant in interviews and in-game interactions. This position seems to provide him authority and leadership within the team. In the interviews, Martin aligns with being the leader and repeatedly mentions that he coached John to become part of the team. This relationship is also evident in the in-game data where Martin, together with the rest of the team, often provides feedback and support for John. The learning appears to be how to become competent in the game, and there are strong indications of other aspects of learning that relate to sociality and leadership.acceptedVersio

Futuremaking and digital engagement: From everyday interests to educational trajectories

In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of three young people who are deeply engaged in creative activities involving new technology: gaming, k-pop, and Lego robotics. The analysis shows how digital technologies and media practices become resources when young people are creating futures for themselves

Unpacking FIFA play as text and action in literacy practices in and out of school

In this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the idea of following the learner across a wide range of contexts. The findings illustrate how one learner is able to research a specific topic, build a convincing argument for it and transfer knowledge from one source to another in a critical way. The knowledge of a game and its culture and the world around the game is prevalent in a gamer’s literacy practices out of school, and this is shown when our participant draws upon this knowledge in literacy practices for specific tasks in school

Multimodal composition and assessment: a sociocultural perspective

In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students’ participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools. © 2017 Taylor & Franci

Connecting to the outside: Cultural resources teachers use when contextualizing instruction

The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article

Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science.

In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an especially interesting example of a whole-class conversation, and show how students’ stories become resources in the co-construction of a hybrid chronotope in which multiple students are activated and engaged in science learning

Invoking student resources in whole-class conversations in science education: A sociocultural perspective

Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so