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Discussion, collaborative knowledge work and epistemic fluency.

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>12/2007
<mark>Journal</mark>British Journal of Educational Studies
Issue number4
Volume55
Number of pages18
Pages (from-to)351-368
Publication statusPublished
Original languageEnglish

Abstract

This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.