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Re: [xmca] Two off topic requests for info

Thanks Peter-- We have a growing list of relevant refs, Keith's work being
among them.

The difficulties of making and sustaining clear distinctions in this area
seem acute.

On Sat, May 23, 2009 at 3:08 AM, Peter Smagorinsky <smago@uga.edu> wrote:

> Mike et al., I know that Keith Sawyer has taken a sociocultural view of
> creativity. See e.g. http://news-info.wustl.edu/sb/page/normal/46.html
> Perhaps not the exact same thing, but Karen Gallas has written about
> imagination.
> http://books.google.com/books?id=EY2WRwXZukkC&pg=PT1&lpg=PT1&dq=karen+gallas
> +imagination&source=bl&ots=f8GUbGkpHu&sig=IGoLqmObXXyIee-iCheVjaRRsLU&hl=en&
> ei=pMoXSq7xAZSNtgfX5PzfDA&sa=X&oi=book_result&ct=result&resnum=1<http://books.google.com/books?id=EY2WRwXZukkC&pg=PT1&lpg=PT1&dq=karen+gallas%0A+imagination&source=bl&ots=f8GUbGkpHu&sig=IGoLqmObXXyIee-iCheVjaRRsLU&hl=en&%0Aei=pMoXSq7xAZSNtgfX5PzfDA&sa=X&oi=book_result&ct=result&resnum=1>
> or perhaps more simple from the URL standpoint:
> http://search.barnesandnoble.com/Imagination-and-Literacy/Karen-Gallas/e/978
> 0807744055/?itm=2<http://search.barnesandnoble.com/Imagination-and-Literacy/Karen-Gallas/e/978%0A0807744055/?itm=2>
> Peter Smagorinsky
> Professor of English Education and Program Coordinator
> The University of Georgia
> 125 Aderhold Hall
> Athens, GA 30602
> smago@uga.edu
> http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Mike Cole
> Sent: Friday, May 22, 2009 7:02 PM
> To: eXtended Mind, Culture,Activity
> Cc: Bud Mehan
> Subject: [xmca] Two off topic requests for info
> Blessed three day weekend coming up and the opportunity to re-enter many
> ongoing conversations.
> Two requests for information.
> 1. I am looking for a reference to the social nature of creativity, in the
> sense of "retrospecitive construction"
> through social interaction, of novelty as newly created cultural formation.
> 2. I am looking for references to a phenomenon which I have been
> encountering for some time, and am sure is
> ubiquitous, but do not know published data on. LCHC works with kids who
> tend
> to do poorly in school. For some
> time now part of that work has involved us in helping with homework (See
> Nocon and Cole on school invades afterschool
> if this aspect of the matter is of interest).
> Anyway, we have very well documented evidence that a child at, say, grade 3
> is being asked and expected to do homework
> assignments which are too hard in a mixture of ways that are linked to
> absence of well mastered subroutines. Example, a child
> is asked to subract 108 from 215. One issue is "borrowing". You need to
> subtract 8 from 15 and replaced the 0 in 108 by a 9. But
> this child, who understands this feature of the task (lets suppose) cannot
> tell you what 15-8 and cannot work it out in a short period
> of time if at all.
> Generalized, the issue is that to "keep up" in school, the child must both
> do her homework correctly or get smacked down AND must
> somehow also acquire rapid and efficient means of completing the sub-tasks
> involved which she has not mastered. The pedagogical challenge then
> becomes (to eggregiously simplify) how to hold the child in the activity at
> the "higher" level while "filling in" at the lower level.
> References anyone, please?
> It is memorial day weekend in the united states. In my class of 25 students
> work with kids at our after school site no one knew what they
> were supposed to remember on memorial day or where the holiday came from.
> Something to do with death and soldiers. With children being
> killed by other children in the neighborhood of our researchsite it was, a
> very sad, teachable moment.
> Civil war? What civil war?
> mike
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