Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/552
Title: Social Positioning Newcomer Roles on a High School Robotics Team: A Chronotopic Micro-Analysis
Authors: Elliott, Colin Hennessy
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Elliott, C. H. (2018). Social Positioning Newcomer Roles on a High School Robotics Team: A Chronotopic Micro-Analysis. 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 2. London, UK: International Society of the Learning Sciences.
Abstract: This paper uses a chronotopic analysis to map newcomer positioning and its effect on roles for an urban high school robotics team. Comparing three distinct episodes shows that with imminent competition, the case’s newcomer positioning changes, deprivileging her learning through a rejection of any chronotopic contributions. In practice, the newcomer’s role is crafted by posing choices she can make in the imagined future of competition through chronotopic co-construction.
URI: https://doi.dx.org/10.22318/cscl2018.1041
https://repository.isls.org//handle/1/552
Appears in Collections:ICLS 2018

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