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Participation, deliberate learning and discourses of learning online

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Participation, deliberate learning and discourses of learning online. / Barton, David.
In: Language and Education, Vol. 26, No. 2, 2012, p. 139-150.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Barton, D 2012, 'Participation, deliberate learning and discourses of learning online', Language and Education, vol. 26, no. 2, pp. 139-150. https://doi.org/10.1080/09500782.2011.642880

APA

Barton, D. (2012). Participation, deliberate learning and discourses of learning online. Language and Education, 26(2), 139-150. https://doi.org/10.1080/09500782.2011.642880

Vancouver

Barton D. Participation, deliberate learning and discourses of learning online. Language and Education. 2012;26(2):139-150. doi: 10.1080/09500782.2011.642880

Author

Barton, David. / Participation, deliberate learning and discourses of learning online. In: Language and Education. 2012 ; Vol. 26, No. 2. pp. 139-150.

Bibtex

@article{def1bcd8192344ac996f9c65547b41c8,
title = "Participation, deliberate learning and discourses of learning online",
abstract = "This paper uses a study of the photo-sharing website Flickr to examine new online spaces for writing. On this site, people write titles and descriptions for their photos, they annotate their photos with semantic tags, they provide profiles of themselves and they comment on other people's photos. In these activities, people are engaging in new forms of writing and are extending their vernacular practices into new areas. This paper reports on a study which has analysed more than 100 Flickr sites and carried out interviews with 20 multilingual users of Flickr about their online practices. The paper investigates how people learn to participate in these new vernacular writing practices and contributes to theories of situated learning by developing them to take account of learning in online spaces. It focuses in particular on the ways in which Web 2.0 sites provide new spaces for learning and how people undertake deliberate projects of learning. The paper examines the ways in which people talk about the learning they are involved in and the specific discourses of learning they commonly draw upon. This changes over time as people identify new possibilities for themselves on Flickr.",
keywords = "vernacular practices, Flickr , learning , digital literacies , Web 2.0",
author = "David Barton",
year = "2012",
doi = "10.1080/09500782.2011.642880",
language = "English",
volume = "26",
pages = "139--150",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Participation, deliberate learning and discourses of learning online

AU - Barton, David

PY - 2012

Y1 - 2012

N2 - This paper uses a study of the photo-sharing website Flickr to examine new online spaces for writing. On this site, people write titles and descriptions for their photos, they annotate their photos with semantic tags, they provide profiles of themselves and they comment on other people's photos. In these activities, people are engaging in new forms of writing and are extending their vernacular practices into new areas. This paper reports on a study which has analysed more than 100 Flickr sites and carried out interviews with 20 multilingual users of Flickr about their online practices. The paper investigates how people learn to participate in these new vernacular writing practices and contributes to theories of situated learning by developing them to take account of learning in online spaces. It focuses in particular on the ways in which Web 2.0 sites provide new spaces for learning and how people undertake deliberate projects of learning. The paper examines the ways in which people talk about the learning they are involved in and the specific discourses of learning they commonly draw upon. This changes over time as people identify new possibilities for themselves on Flickr.

AB - This paper uses a study of the photo-sharing website Flickr to examine new online spaces for writing. On this site, people write titles and descriptions for their photos, they annotate their photos with semantic tags, they provide profiles of themselves and they comment on other people's photos. In these activities, people are engaging in new forms of writing and are extending their vernacular practices into new areas. This paper reports on a study which has analysed more than 100 Flickr sites and carried out interviews with 20 multilingual users of Flickr about their online practices. The paper investigates how people learn to participate in these new vernacular writing practices and contributes to theories of situated learning by developing them to take account of learning in online spaces. It focuses in particular on the ways in which Web 2.0 sites provide new spaces for learning and how people undertake deliberate projects of learning. The paper examines the ways in which people talk about the learning they are involved in and the specific discourses of learning they commonly draw upon. This changes over time as people identify new possibilities for themselves on Flickr.

KW - vernacular practices

KW - Flickr

KW - learning

KW - digital literacies

KW - Web 2.0

U2 - 10.1080/09500782.2011.642880

DO - 10.1080/09500782.2011.642880

M3 - Journal article

VL - 26

SP - 139

EP - 150

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 2

ER -