Abstract
A study of the software localisation industry examines learning in digital society by describing localisers’ knowledge practices. The shortcomings of stand- ard models of professional learning that assume shared goals, codified knowledge and workers’ co-location are considered, along with the problem of learning in distributed and technologically mediated work contexts. The paper uses Knorr Cetina’s concept of macro-epistemics to highlight the need for theoretical develop- ment in relation to two questions: i) How do ways of organising localisers' work constitute opportunities and constraints for shared knowledge practices? ii) How does technology disrupt macro-epistemic potential and personal learning trajectories?
Highlights
A study of the software localisation industry examines learning in digital society by describing localisers’ knowledge practices
In macro-epistemics, for analysing machineries of knowing that underpin learning in work that is technologically mediated, outsourced and requires inventive survival techniques
We suggest that macro-epistemics sheds light on potential theoretical understandings of knowledge practices that constrain or support digital workers’ professional learning in a context of rapid technological change
Summary
The present study was designed to generate insights into the relations between localisers, clients and managers, the virtual worlds in which they operate, and the validation, translation and reconfiguration of knowledge through technology that is at the heart of localisation. Localisers' work circumstances share similarities with workers, such as software developers and programmers (Nerland & Jensen, 2010); the paper seeks to add further theorisation to this literature in professional learning through a new empirical case of digital workers whose work is globally distributed at non-traditional sites. The paper, first, describes the case of localisers and localisation; second, it explores the theoretical potential of Knorr Cetina’s concept of macro-epistemics; third, it summarises the design of the study, and extends discussion by analysing the data through the two research questions outlined above. It discusses learning in a digital society where knowledge is a primary resource
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