Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/840
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dc.contributor.authorTierney, Gavin
dc.contributor.authorHorstman, Theresa
dc.contributor.authorTzou, Carrie
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:51Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:51Z-
dc.date.issued2018-07
dc.identifier.citationTierney, G., Horstman, T., & Tzou, C. (2018). Linking Identity Resources Across Roles: Family science workshops and badging. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1753
dc.identifier.urihttps://repository.isls.org//handle/1/840-
dc.description.abstractWith the goal of broadening participation in STEM, this paper reports on research that combined ideas of identity resources to support STEM-identity development and digital badge systems that combine social, emotional, and academic achievements. Specifically, we examined the identity resources linked to badges in a family robotics workshops held through a northwest library system. We found that badges, if framed correctly, can support transitional STEM-identity development by linking qualities across different roles.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleLinking Identity Resources Across Roles: Family science workshops and badgingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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