Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10306
Title: Research as Relational: Stories of Ever-Present Learning Between Undergraduate Research Interns and Project Researchers
Authors: James, Sarane
Vogelstein, Lauren
Y., Jasmine
Vogel, Sara
Barrales, Wendy
Ascenzi-Moreno, Laura
Hoadley, Christopher
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: James, S., Vogelstein, L., Y., J., Vogel, S., Barrales, W., Ascenzi-Moreno, L., & Hoadley, C. (2023). Research as relational: Stories of ever-present learning between undergraduate research interns and project researchers. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 617-624). International Society of the Learning Sciences.
Abstract: This paper consists of two stories that span three years of a learning sciences research project in order to demonstrate how 1) participating in this project shifted how undergraduate interns understood themselves as researchers and as practitioners within our project—and in other communities—in relation to our shared research; and 2) in turn, how the research practices in our project community shifted in relation to their participation. We leverage Lave and Wenger’s (1991) legitimate peripheral participation framework as a way of showing how the learning and becoming of “newcomers” in a research community of practice can influence research practices within that community. As stated in the ISLS 2023 conference theme, this analysis helps us consider expansive ways in which we might want to “sustain our community” so we are becoming a community of practice where we make space for supportive and generous forms of relationality.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.605711
https://repository.isls.org//handle/1/10306
Appears in Collections:ISLS Annual Meeting 2023

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