1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding o...

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Expansive learning at work: Toward an activity theoretical reconceptualization.

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.

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Boundary Crossing and Boundary Objects

This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactionally constituted, in which traditional conceptions of academic literacy and instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future.

[Note: The author discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28304].

本文认为有需要转换一个新的思维典模，去看清楚青年所学习的，与所接受的读写教育，什么是最重要。本文着重两个相关的建构: 集体性第三空间与会批判式的读写能力。集体性第三空间这个建构，是从文献记载的研究中建立而成，它可以视作为一种特殊的最近发展区。这观点质疑一些最近发展区的流行定义。社会批判式的读写能力这个建构，把日常与制度上的读写惯例与篇章历史化，并给予新的框架作为指导批判性社会思想的总方针。本文所描述的理论建构是从一个洛杉矶加州大学移民学生领导能力协会(MSLI)的经验个案推究得出的。在这个移民学生领导能力协会的学习生态里，一个集体性第三空间因互动而产生。在这个集体性第三空间里，对学术性读写能力的传统看法，以及为弱势社群学生所提供的教学，均受质疑。取而代之是多样读写能力的看法。这些多样读写能力是因学生不同的實際生活情況的需要而有有选择性的差异，而这些實際生活情況是与学生的远距离与近距离的社會歷史息息相关。在这个移民学生领导能力协会里，混合的语言惯例、社會理論的自覺运用、 玩耍、想像、以及把读写惯例历史化的做法等都与过去、现在、和想象的将来连接起来。

[Podcast: http:www.voiceofliteracy.orgposts28304].

Cet essai fait etat d'un changement de paradigme relatif a ce qui est important en termes d'apprentissage et d'enseignement pour les jeunes. L'accent est mis sur deux concepts lies l'un a l'autre: le Troisieme Espace collectif et le lettrisme sociocritique. Le concept de Troisieme Espace collectif repose sur un corpus de recherche existant et peut etre considere comme une sorte de zone de prochain developpement. La perspective adoptee ici met en question certaines definitions habituelles de la zone de prochain developpement. Un lettrisme sociocritique historicise le quotidien, les pratiques de lettrisme institutionnelles et les ecrits, et les restructure en tant que puissants outils orientes vers une pensee sociale et critique. Les concepts theoriques presentes dans cet essai sont issus d'une etude de cas empirique de l'« Institut de Direction des Etudiants Immigrants » (Migrant Student Leadership Institute - MSLI) de l'universite de Californie a Los Angeles. Au sein de l'ecologie de l'apprentissage de cet institut un Troisieme Espace collectif s'est constitue de facon interactive, dans lequel les conceptions traditionnelles du lettrisme academique et de l'instruction destinee aux etudiants des communautes non dominantes ont ete contestees et remplacees par des formes de lettrisme qui privilegient et sont contingentes a la vie socio historique des etudiants, aussi bien proche que lointaine. Au sein de l'Institut, des pratiques hybrides de langage, l'utilisation deliberee de la theorie sociale, le jeu et l'imaginaire, et l'historicisation des pratiques de lettrisme font le lien entre le passe, le present et le futur imagine.

[Podcast: http:www.voiceofliteracy.orgposts28304].

يقدم هذا المقال حججا لتحويل نموذجي في ما يعتبر تعلم وتعليم القراءة والكتابة للشباب. ونذكر منظورين مترابطين: المكان الثالث الجمعي والقراءة والكتابة في النظرية الاجتماعية النقدية. يبني منظور المكان الثالث الجمعي على أعمال بحثية قائمة ومن المستطاع أن يعتبر نوعا خاصا من منطقة النمو القريب المدى. يتحدى الموقف المأخوذ ها هنا بعض التعريفات الحديثة لمنطقة النمو القريب المدى. تتأرخ معرفة القراءة والكتابة الاجتماعية النقدية ممارسات يومية ومعرفة القراءة والكتابة المعهدية ونصوصها ويعيد إطارها كأدوات قوية تتوجه إلى تفكير اجتماعي نقدي. اشتقت المفاهيم النظرية الموصوفة في هذا المقال من حالة دراسة ميدانية لمعهد قيادة طلاب المهاجرين بحامعة كاليفورنيا في لوس أنجليس. ومن ضمن البيئة التعلمية لدى المعهد، يتكون المكان الثالث تفاعليا بحيث المفاهيم التقليدية لمعرفة القراءة والكتابة التعلمية والتعليمية للطلاب من مجتمعات أقلية متحدية وبالتالي مستبدلة بأشكال معرفة القراءة والكتابة التي تميز وتعتمد على حياة الطلبة الاجتماعية التاريخية من قريب وبعيد. وفي المعهد، تربط ممارسات اللغة الهجينية، واستخدام النظرية الاجتماعية عن عمد في اللعب والتخيل، وتأرخ ممارسات معرفة القراءة والكتابة إلى الماضي والحاضر والمستقبل المتخيل.

[Podcast: http:www.voiceofliteracy.orgposts28304].

В данном эссе приводятся доводы в пользу изменения парадигмы, используемой при обучении молодежи и становлении грамотности среди молодых людей. Основное внимание уделяется двум взаимосвязанным категориям: коллективному третьему пространству и социокритической грамотности. Само понятие коллективного третьего пространства основано на существующих исследованиях и может рассматриваться как один из типов зоны ближайшего развития. Предложенная в статье точка зрения на зону ближайшего развития коренным образом отличается от современных представлений об этом явлении. Социокритическая грамотность рассматривает практику и тексты, существующие в рамках бытовой и институциональной грамотности, как исторические явления, а затем создает из них мощные инструменты, ориентированные на развитие критической общественной мысли. Теоретические конструкты, описанные в данном эссе, берут свое начало в эмпирическом социологическом исследовании, проведенном Институтом лидерства студентов-иммигрантов (MSLI) Калифорнийского университета Лос-Анджелеса. В соответствии с практикуемыми в MSLI подходами к обучению, коллективное третье пространство формируется в интерактивном взаимодействии, когда ломаются традиционные концепции академической грамотности и обучения студентов из недоминантных сообществ, и им предлагаются формы грамотности, которые обеспечивают им привилегии и всецело – и в зоне ближайшего, и в зоне отдаленного развития – зависят от социоисторических параметров жизни студентов. На территории MSLI практикуется смешение языков, сознательное использование социальной теории, игры, полета фантазии и исторического подхода к развитию грамотности, что позволяет связать прошлое, настоящее и предполагаемое будущее.

[Podcast: http:www.voiceofliteracy.orgposts28304].

Este ensayo aboga por un cambio en el paradigma sobre lo que se considera ensenanza y educacion de la cultura escrita en los jovenes. Se enfatizan dos constructos relacionados: el Tercer Espacio colectivo y la cultura escrita sociocritica. El constructor del Tercer Espacio colectivo se basa en una fuente existente de investigacion y puede ser considerado como una zona de desarrollo proximal. El punto de vista que se aboga en este ensayo pone en tela de juicio algunas de las definiciones corrientes de la zona de desarrollo proximal. La cultura escrita sociocritica interpreta desde una perspectiva historica los textos y las practicas de alfabetizacion institucionales y rutinarias, y los vuelve a enmarcar como instrumentos poderosos orientados al pensamiento social critico. Los constructos teoricos descritos en este ensayo proceden del estudio empirico de un caso del Instituto de Liderazgo de Estudiantes Migratorios (MSLI) en la Universidad de California, Los angeles. Dentro de la ecologia de aprendizaje del MSLI, se constituye de forma reciproca un Espacio Tercero en el cual los conceptos tradicionales de instruccion y alfabetizacion academica para los estudiantes de comunidades no predominantes son cuestionadas y remplazadas con formas de alfabetizacion que privilegian y dependen de las vidas sociohistoricas, tanto cercanas como lejanas, de los estudiantes. Dentro del MSLI, practicas hibridas de lengua, el uso conciente de teoria social, el juego y la imaginacion, y la historizacion de practicas de alfabetizacion enlazan el pasado, el presente y el futuro imaginado.

[Podcast: http:www.voiceofliteracy.orgposts28304].

Developing a Sociocritical Literacy in the Third Space

In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.

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Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education

Orienting Perspectives New Literacy Studies Critical Literacy Literacy and New Technologies Sociocultural-Historical Theory Understanding How the Frameworks Work Together Implications for Teacher Education and Literacy Research

Making Literacy Real: Theories and Practices for Learning and Teaching

PART ONE: PERSPECTIVES ON EARLY CHILDHOOD LITERACY The Emergence of Early Childhood Literacy - Julia Gillen and Nigel Hall Postcolonial Perspectives on Childhood and Literacy - Radhika Viruru Gender and Early Childhood Literacy - Elaine Millard Reconceptualizing Early Childhood Literacy - Aria Razfar and Kris Guti[ac]errez The Sociocultural Influence PART TWO: EARLY CHILDHOOD LITERACY IN FAMILIES, COMMUNITIES AND CULTURES Researching Young Children's Out-of-School Literacy Practices - Michele Knobel and Colin Lankshear Language, Literacy and Community - Patricia Baquedano-Lopez The Out-of-School Schooling of Literacy - Eve Gregory and Charmian Kenner Literacy Within Family Life - Trevor H. Cairney Family Literacy Programmes - Peter Hannon Early Childhood Literacy and Popular Culture - Jackie Marsh Film and Television - Muriel Robinson and Margaret Mackey PART THREE: EARLY MOVES IN LITERACY Moving into Literacy - Lesley Lancaster How It All Begins Perspectives on Making Meaning - Gunther Kress The Differential Principles and Means of Adults and Children Brain Activity, Genetics and Learning to Read - Gerald Coles Becoming Biliterate - Charmian Kenner and Eve Gregory Playing the Storyteller - Carol Fox Some Principles for Learning Literacy in the Early Years of Schooling Uncovering the Key Skills of Reading - Roger Beard Phonology and Learning to Read - Rhona Stainthorp Young Children's Literacy Meaning Making - Miriam Martinez, Nancy Roser and Caitlin Dooley Verbal and Visual Literacy - Maria Nikolajeva The Role of Picturebooks in the Reading Experience of Young Children Textbooks and Early Childhood Literacy - Alan Luke, Victoria Carrington and Cushla Kapitzke The Nature of Young Children's Authoring - Deborah Wells Rowe The Development of Spelling - Patricia L. Scharer and Jerry Zutell Writing the World - Frances Christie PART FOUR: LITERACY IN PRESCHOOL SETTINGS AND SCHOOLS Talk and Discourse in Formal Learning Settings - Joanne Larson and Shira May Peterson Effective Literacy Teaching in the Early Years of School - Kathy Hall A Review of Evidence Creating Positive Literacy Learning Environments in Early Childhood - Laurie Makin Computers and Early Literacy Education - Linda D. Labbo and David Reinking Critical Literacy - Barbara Comber What Does it Look Like in the Early Years? Finding Literacy - Sharon Murphy A Review of Research on Literacy Assessment in Early Childhood PART FIVE: RESEARCHING EARLY CHILDHOOD LITERACY Methodologies in Research on Young Children and Literacy - David Bloome and Laurie Katz Feminist Methodologies and Research for Early Childhood Literacies - Jeanette Rhedding-Jones Taking a Naturalistic Viewpoint in Early Childhood Literacy Research - Brian Cambourne

Joanne Larson

Papers

Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education

Making Literacy Real: Theories and Practices for Learning and Teaching

Handbook of Early Childhood Literacy

Cultural Tensions in the Scripted Classroom: The Value of the Subjugated Perspective

Discussing expanded spaces for learning.