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dc.contributor.authorShaffer, David Williamson
dc.date.accessioned2020-02-02T22:52:16Z
dc.date.accessioned2020-02-03T04:10:07Z-
dc.date.available2020-02-02T22:52:16Z
dc.date.available2020-02-03T04:10:07Z-
dc.date.issued2004-06
dc.identifier.citationShaffer, D. W. (2004). Epistemic Frames and Islands of Expertise: Learning from Infusion Experiences. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 473-480). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.473
dc.identifier.urihttps://repository.isls.org//handle/1/3984-
dc.description.abstractBuilding on the theory of islands of expertise developed by Crowley and Jacobs (2002), in this paper I develop the concept of epistemic frames as a mechanism through which infusion environments can help students use experiences in one context to help them deal with new situations. I describe epistemic frames as the ways of knowing, of deciding what is worth knowing, and of adding to the collective body of knowledge and understanding of a community of practice (Lave & Wenger, 1991). I use data from two design experiments to extend the concept of islands of expertise, showing how the ability of students to incorporate epistemic frames into their identities suggests a mechanism through which infusion experiences and other rich learning contexts may support activity in novel situations.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleEpistemic Frames and Islands of Expertise: Learning from Infusion Experiencesen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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