Becoming a Narrator: A Case Study in the Dynamics of Learning Based on the Theories/Methods of Vygotsky

Autor/in	Jansson, Anders B.
Titel	Becoming a Narrator: A Case Study in the Dynamics of Learning Based on the Theories/Methods of Vygotsky
Quelle	In: Mind, Culture, and Activity, 18 (2011) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Research Methodology; Learning Processes; Case Studies; Narration; Teaching Methods; Computer Software; Autism; Models; Experiments; Pervasive Developmental Disorders; Child Development; Sociocultural Patterns; Social Development; Developmental Psychology + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Analogiemodell; Erprobung; Kindesentwicklung; Soziokulturelle Theorie; Soziale Entwicklung; Entwicklungspsychologie
Abstract	This article focuses on the learning that is enabled while a primary school child makes a story using multimodal software. This child is diagnosed with autism. The aim is to use a cultural-historical framework to carry out an in-depth analysis of a process of learning with action as a unit of analysis. The article is based on a collaborative research project in which assignments on narration concurrently served as experiments with cultural tools. The child's learning process in one assignment is analyzed sequentially, highlighting changes in the action, based on data from videotape. The child's decision to record audio was a turning point that expanded the formal learning and animated the idea of making the story in a desired multimodal format. The multifaceted quality and the dialectics revealed in the process are vital to achieve expansive action and learning. The combination of a generative narrative model and the multimodal affordances is crucial for actualizing the potential in the research approach to accomplish an analysis of the learner's changes "in" action. Thus, the study indicates the relevance of using a cultural-historical framework in research and practice that focuses on processes of learning and processes of becoming among diverse learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10