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From an Architecture of Participation to a Structure for Nurturing Relationships. Swedish Teacher Trainees’ Informal Learning on Facebook. 120307 Fredrik Hanell, PhD student Library and Information Studies Lund University. Why is it a class of Swedish teacher trainees

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from an architecture of participation to a structure for nurturing relationships

From an Architecture of Participation to a Structure for NurturingRelationships

Swedish TeacherTrainees’

InformalLearning on Facebook

120307

Fredrik Hanell, PhD student

Libraryand Information Studies

Lund University

slide3

Why is it a class of Swedish teacher trainees

prefer to engage in learning practices on

Facebook, rather than on the VLE they are

supposed to use for their academic work?

slide4

Mediationalmeans are not alwayscreated in

order to facilitatemediated action.

(Wertsch, 1998)

Facebookwas not originallydeveloped to

facilitatepractices of learning and collaboration.

slide5

Previous research suggests Facebook has been

of littleeducationaluse to date.

(e.g. Hew, 2011; Madgeet al, 2009;Selwyn, 2009)

slide6

However, somestudies highlight the educational

potential of a tool that most students are using

frequentlyand the possibilities to support new

forms of communicationbetween students and

teachers.

(Lampeet al, 2011)

Similarly, Gee(e.g. 2009) argues that schoolscan

(and should) learnfrom computer games.

purpose
Purpose

To explorehow, and why, a class of Swedish

teachertrainees use a Facebook group as an

informalplatform for learningand

communicationrelated to theireducation.

analytical framework
Analyticalframework

A socio-culturalperspectiveconsidering

mediated action as the main analytical unit (Wertsch, 1998)

The concept of distributedfunds of living

knowledge (cf. Francis, 2010)

method
Method

An ethnographicallyinspiredmethod for data

productionis adopted, including:

participant observation, observationalnotesand

textualand visual datacollectedand arranged

thematically;

semi-structuredinterviewsconductedwith selected

participants

preliminary results
Preliminaryresults

Three main types of conversations are identified:

  • the bulletin board type (e.g. to find information about last-minute changes to schedule)
  • the study group type (study related questions)
  • the nurturing type
slide11

The nurturing, personal element of conversation

(including features such as Like and Comment)

appearsto be important in the process of

negotiatingunderstandingand credibility.

In the Facebook group, an important part of

being information literate is to know how to use the

nurturing element.

slide12

Facebook offers a structure for nurturing

relationships vital whenestablishinga

sustainablecode of reciprocationnecessaryfor

learningpartnerships to function.

(cf. Francis, 2010).

literature
Literature

Francis, R. (2010). The decentring of the traditionaluniversity: the future of (self) education in virtuallyfiguredworlds.

London: Routledge.

Gee, J.P. (2009). Affinityspaces: From age of mythology to today’sschools, at http://www.jamespaulgee.com/node/5,

accessed at 28 February 2012.

Hew, K.F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27:2, 662-676.

Lampe, C., Wohn, D.Y., Vitak, J., Ellison, N.B. & Wash, R. (2011). Student use of Facebook for organizingcollaborative

classroomactivities. Computer-Supported Collaborative Learning, 6, 329-347.

Madge, C., Meek, J., Wellens, J. & Hooley, T. (2009). Facebook, social integration and informallearning at university: ‘It is

more for socialising and talking to friends about work than for actuallydoing work’.

Learning, Media and Technology. 34:2, 141-155.

Selwyn, N. (2009). Faceworking: exploring students’ education-relateduse of Facebook. Learning, Media and

Technology, 34:2, 157-174.

Wertsch, J. (1998). Mind as action. Oxford: Oxford University Press.