The Emergence of Rotating Leadership for Idea Improvement in a Grade 1 Knowledge Building Community

Abstract

The purpose of this study is to elaborate theory-driven models of collaborative engagement in Knowledge Building/knowledge creation. Assessment methods from Collaborative Innovation Network theory and Knowledge Building theory were integrated to investigate the phenomenon of collective responsibility for knowledge advancement as grade 1 students engaged in creative work with ideas in Knowledge Forum. At the group level, temporal network analyses were conducted, followed by discourse analysis of student notes in Knowledge Forum. At the individual level, social network analyses were conducted, followed by content analysis of student portfolios. Results indicate that overall, the student network was relatively decentralized, with many students rotating leadership at different points in time. Student notes and portfolios suggest that community knowledge (i.e., shared ideas, theories, and explanations) became increasingly complex and sophisticated over time. Educational implications are discussed within the context of redesigning schools to increase the knowledge-creating capacity of students.