Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2252
Title: Learning as Identity Formation: Implications for Design, Research, and Practice
Authors: Jochen, Rick
DeVane, Ben
Clegg, Tamara
Peters, Vanessa
Songer, Nancy
Goldman, Susan R
Hmelo-Silver, Cindy
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Jochen, R., DeVane, B., Clegg, T., Peters, V., Songer, N., Goldman, S. R., & Hmelo-Silver, C. (2012). Learning as Identity Formation: Implications for Design, Research, and Practice. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 126-133). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Increasingly, research is acknowledging the importance of identity for understanding and supporting learning. Identity is a particularly useful concept for highlighting extraordinary individual experiences, interpreting rich social contexts, and viewing learning at multiple timescales, from an instant reaction to lifelong psychosocial development. However, identity is complex--it is conceptualized differently by various academic traditions. This inherent diversity can lead to a confusing or murky notion of identity. In this symposium, we clarify the concept, integrating the relevant theoretical perspectives of social and psychological identity to assess its implications to design, research, and practice. We provide concrete examples from our own research of the benefits of viewing learning as identity formation and the challenges to conducting such research.
URI: https://doi.dx.org/10.22318/icls2012.2.126
https://repository.isls.org//handle/1/2252
Appears in Collections:ICLS 2012

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