Lindy Johnson

College of William and Mary, Curriculum and Instruction, Assistant Professor

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Supervisors: TJ Kopcha, Donna Alvermann, Ruth Harman, and Peter Smagorinsky
Address: Department of Curriculum and Instruction
School of Education
301 Monticello Avenue
The College of William & Mary
Williamsburg, VA

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Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

Contemporary Issues in Technology and Teacher Education Journal, Jun 1, 2018

Connected learning is "an emerging, synthetic model of learning whose principles are consistent w... more Connected learning is "an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people's interest-related interactions with digital media" (Maul et al., 2017, p. 2). It seeks to harness new media technologies and human networks to support interest-driven, production-centered learning that bridges inand out-of-school and intergenerational disconnects. As such, "It is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing..." (Connected Learning Alliance, n.d.). Connected learning efforts were developed and are being enacted by a diverse range of practitioners (e.g., K-16 and museums and library educators); people working in popular culture/media, technology; and university researchers (see Digital Media Learning [DML] Research Hub; http://www.dmlhub.net). The theory was formally articulated by Ito et al. (2013) in their report Connected Learning: An Agenda for Research and Design. Interest in harnessing the principles in teacher education surfaced shortly thereafter, particularly in online and out-of-school contexts; for example, also in 2013, the National Writing Project (NWP) launched a "Making Learning Connected" Massive Open Online Collaboration (#CLMOOC; http://clmooc.com) for educators (see Smith, West-Puckett, Cantrill, & Zamora, 2016). The connected learning model has spread rapidly and widely; it has been taken up in the design of programs, courses, and research across interdisciplinary, international, and inand out-of-school contexts. The Ito et al. (2013) report has been cited over 550 times in the last four years, and a Connected Learning Alliance (https://clalliance.org/who-we-are/) has been formed to support connected learning across diverse educational and youthserving contexts. Many early explorations of connected learning have been shared as white papers on the DML Research Hub. Much of this research has focused on youth learning, particularly in out-of-school and digital contexts. A sampling is included here to demonstrate a range of projects and research, but exploration of the fuller set of white papers is encouraged. For example, Korobkova (2014) documented connected learning and identified work in an interest-driven digitally mediated affinity space-a One Direction fanfiction writing community. Martin (2014) similarly showcased learning in an online World Wrestling Entertainment fan community, and other reports have showcased diverse fandoms and gaming communities. Other research has moved toward using connected learning as design principles. For example, Larson et al. (2013) described the strategic development of a youth media center utilizing connected learning principles, and Grant (2014) described an exploration of the potential of designing digital badging systems to create more diverse and expansive credentialing within and beyond institutions. Building on these kinds of foundational research, a current need exists to understand how connected learning can be leveraged to support equitable, digital teaching and learning, particularly with educators in formal, school learning settings (see Garcia, 2014). Mirra (2017) argued that ...understanding the why of connected learning is easy; understanding the how is much more complicated.... In order to increase the spread and impact of connected learning, it is urgent that we begin to articulate a model of connected teaching.

Lindy Johnson

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