Trajectories of knowledge builders: A learning lives approach

Abstract

This article takes the position that studying learners in different contexts and considering how resources from different contexts interconnect can support a broader understanding of students’ ‘learning lives’. This stance conceives learning in two ways. First, as ways of following young people at and beyond school as they use digital media for different practices. Second, as ways of studying the interconnected aspects of learning in situated contexts; for example, knowledge work at school that draws on students’ experiences and practices from beyond the classroom. This article explores how studying trajectories of learning at- and beyond-school can provide insight into the process of knowledge building among students.