Abstract
Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction. The project translates into a proposal for educational contextualization and personalization, based on the students’ funds of identity; that is, those resources (people, artifacts, places, activities, institutions) they consider to be most relevant and significant to defining themselves. Once these have been identified through identity artifacts, such as collages or self-drawings, students link some of these funds of identity to curricular content of the subject and produce a video that shows the results of this academic work. The final product is shared on a YouTube channel containing the videos of all of the students in the class. The phases of the project are described and illustrated. We argue that the proposed teaching and learning project, which is cross-disciplinary in nature, allows for principles such as educational contextualization, funds of identity and participatory culture to be incorporated into what we call here the funds of identity 2.0 approach, putting it into educational practice.
Highlights
In recent decades, digital media has facilitated the emergence of new ways of creating, sharing and organizing knowledge, often unknown of and ignored by schools and the formal contexts of teaching and learning [1,2,3,4,5,6]
Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction
Once these have been identified through identity artifacts, such as collages or self-drawings, students link some of these funds of identity to curricular content of the subject and produce a video that shows the results of this academic work
Summary
Digital media has facilitated the emergence of new ways of creating, sharing and organizing knowledge, often unknown of and ignored by schools and the formal contexts of teaching and learning [1,2,3,4,5,6]. This concept places the emphasis on students’ interests, practices and experiences through the incorporation of creative works—referred to as identity artifacts [39]—made by the learners themselves, which become educational resources to be used by teachers in class, in order to personalize learning and connect learning experiences in and out of school [40,41] In this sense, funds of identity are understood to comprise those people, spaces, things and activities which, for the learners, are the most important and most relevant, and which, best define them [42]. InInththisisrergeagradr,dt,htehegegneenrearlaalimaimof othfitshpisappearpiesrtoisdteoscdreibscertihbee dtheesidgnes, iigmnp, liemmpelnetmateionntaptirooncepsrsoacnedss eavnadluaetviaolnuaotfioann aocfadanemaiccaadcetmiviictyaicntihviigtyheirnedhuigchaetironedbuacsaetdioonn bthaesetdheoonrettihcealtahpeporroetaicchaldaepscprriobaecdh adbeosvcer.ibIendpaabrotivceu.laInr, pitadrteisccurliabre, sittdheespcrhiabseesst,hcehaprhaacsteesr,iscthicasraacntderoisutitccsomaneds oouf ttchoeminetseoraf cthtieveinlteearrancitnivge plreoajrencitnbgasperdojoenctthbeasfeudndosnotfhide efnutnitdys2o.0f aipdpenrotiatcyh, w.0itahpipnrtohaechco, nwteitxhtionf tphaertcicoinptaetxotryofcuplaturtriec.ipatory 2c.uMltuatreer.ials and Methods
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