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Situated learning: legitimate peripheral participation

By: Contributor(s): Material type: TextTextSeries: Learning in Doing: Social, Cognitive and Computational PerspectivesPublication details: Cambridge ; New York : Cambridge University Press, 1991Description: 138 p. ; 24 cmISBN:
  • 9780521423748
Subject(s): DDC classification:
  • 153.154 L2S4
Summary: In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups. (http://www.cambridge.org/us/academic/subjects/psychology/developmental-psychology/situated-learning-legitimate-peripheral-participation)
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Item type Current library Item location Collection Shelving location Call number Status Date due Barcode
Books Vikram Sarabhai Library Rack 5-A / Slot 148 (0 Floor, West Wing) Non-fiction General Stacks 153.154 L2S4 (Browse shelf(Opens below)) Available 192136

Table of Contents

Acknowledgements
1. Legitimate peripheral participation
2. Practice, person, social world
3. Midwives, tailors, quartermasters, butchers, non-drinking alcoholics
4. Legitimate peripheral participation in communities of practice
5. Conclusion
References
Index.

In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.

(http://www.cambridge.org/us/academic/subjects/psychology/developmental-psychology/situated-learning-legitimate-peripheral-participation)

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