Hi Helena--- The work of Mike Rose comes quickly to mind. Have you checked
Also, it might help fire people's imaginations if you were to post some
examples. What; is hard to imagine from your description is that the
learning goals.contents are. Reading/writing is one highly circumscribed set
of skills and this makes it easier to focus in, but, for example, when one
is referring to things such as "leadership skills" the content of what is
learned seems much more amorphous, at least to me.
On 12/11/06, Helena Harlow Worthen <firstname.lastname@example.org> wrote:
> Hello --
> I sent this message about a week ago and haven't heard a peep back,
> which puzzles me. Is that because nobody can think of examples of what
> I'm asking for? Or am I asking for something too specific?
> I'm changing the message a bit to see if I can focus my request better.
> I'm looking for references on how people learn in organizations. Not
> THAT they do, but how they do. If possible, I would like references that
> deal with adults and the social context of work.
> Writing that asserts that people learn by participation in social
> organizations (like Stetsenko and Arievitch
> 2004) is good, but I'm really looking for writing that gives concrete
> examples of how this happens, from real-life examples. The references I
> am starting with are Jean Lave and Etienne Wenger's Situated Learning:
> LPP (1991), Wenger's Communities of Practice (1998), Engestrom's
> Learning by Expanding (1987), and Hutchins' work on distributed
> I am getting set up to write about the perceptions of high school
> seniors who observe their parents learning and developing leadership
> ability through participation in their unions (in this case, public
> sector state, county and municipal unions). The data I have are several
> thousand scholarship application essays in which students write about
> what the union has meant to their families. In many of these essays,
> students write specifically about how they have observed their parents
> developing as individuals and as leaders through participation.
> Literacy theory work is also good, but there's a tendency for those
> researchers to focus very tightly on the varieties of texts used, and
> I'm dealing with social contexts where literacy artifacts are not the
> I would be grateful for any references that people can give me.
> If this topic is way outside the scope of this list, or the interest of
> people on this list, I'd appreciate hearing about that, too.
> Thank you --
> Helena Worthen
> Chicago Labor Education Program
> University of Illinois
> Suite 110 The Rice Building
> 815 West Van Buren Street
> Chicago, IL 60607
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