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LEARNING IN THE CONTEXTS OF COMMUNITIES OF PRACTICE

SELECTED READINGS

Bartholomaeus, P. (2013). Placed-based education and the Australian Curriculum. Literacy Learning: The Middle Years, 21(3), 17 – 23.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. doi:10.3102/0013189X018001032

Burbles, N. (2010). Tacit Teaching. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 199 – 214). London: Paradigm Publishers.

Chiu, M. M., & Chow, B. W. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579–592.

Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391–405. doi:10.1177/0022219411431241

Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 1 – 46). Cambridge: Cambridge University Press.

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6 – 11, 38–46.

Engestrom, Y. (1987). Learning by expanding. An activity theoretical approach to developmental research. Helsinki: Orienta Konsultit.

Gee, J. P. (2001). Progressivism, critique, and socially situated minds. In C. Dudley-Marling & C. Edelsky (Eds.), The Fate of Progressive Language Policies and Practices. Urbana, IL: NCTE.

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.

Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 76 – 108). Cambridge: Cambridge University Press.

Gerrans, P. (2005). Tacit knowledge, rule following and Pierre Bourdieu’s philosophy of social science. Anthropological Theory, 5(1), 53–74. doi:10.1177/1463499605050869

Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67 – 82). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gonzales, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates.

Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286–303.

Hall, K. (2002). Co-Constructing Subjectivities and Knowledge in Literacy Class: An Ethnographic–Sociocultural Perspective. Language and Education, 16(3), 178–194. doi:10.1080/09500780208666827

Haneda, M. (2006). Becoming Literate in a Second Language: Connecting Home, Community, and School Literacy Practices. Theory Into Practice, 45(4), 337–345. doi:10.1207/s15430421tip4504_7

Heath, S. B. (1983). Ways with words: language, life and work in communities and classrooms. Cambridge: Cambridge University Press.

Heath, S. B. (2012). Words at work and play. Cambridge: Cambridge University Press.

Huemer, W. (2006). The transition from causes to norms: Wittgenstein on training. Grazer Philosophische Studien, 71(1), 205 – 225.

International Literacy Association (2015). Collaborating for success: the vital role of content teachers in developing disciplinary literacy with students in grades 6–12. Newark, DE: ILA.

Kitayama, S., & Uskul, A. K. (2011). Culture, mind, and the brain: current evidence and future directions. Annual Review of Psychology, 62(January), 419–49. doi:10.1146/annurev-psych-120709-145357

Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

Semali, L. (1999). Community as classroom:(Re) valuing indigenous literacy. In What is indigenous knowledge? (pp. 95 – 118).

Smeyers, P., & Burbles, N. (2010). Education as initiation into practices. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 183 – 198). London: Paradigm Publishers.

Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Wells, M., & Trimboli, R. (2014). Place-conscious literacy pedagogies. In Literacy in the middle years: learning from collaborative classroom research (pp. 15–34). Newtown, NSW: Primary English Teaching Association Australia.

Wertsch, J. V. (1985). Vygostky and the social formation of mind. Cambridge, MA: Cambridge University Press.

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