Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions

Engeström, Yrjö; Rantavuori, Juhana; Kerosuo, Hannele

doi:10.1007/s12186-012-9089-6

Cited by 119 publications

(120 citation statements)

References 20 publications

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“…The sessions included altogether 4184 speaking turns. The analysis focused on the learning actions taken in the sessions (Engeström, Rantavuori & Kerosuo, 2013). For this, a specific method was developed, called analysis of expansive learning actions and deviations from instructional intentions.…”

Section: Analysis Of the Interventionmentioning

confidence: 99%

Formative Interventions for Expansive Learning and Transformative Agency

Sannino

Engeström

Lemos

2016

Journal of the Learning Sciences

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240

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The article examines formative interventions as we understand them in cultural-historical activity theory, and reflects upon key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including two Change Laboratories (CL), are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all three interventions, learners expansively transformed the object of their activity. The CL cases, however, show that this learning process included productive deviations from the researchers' instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together, these cases illustrate that an activitytheoretical formative intervention approach differs from design based research in the following ways: 1) formative interventions are based on design done by the learners; 2) the collective design effort is seen as part of an expansive learning process, including participatory analyses and implementation phases; 3) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time in both the researched activities and in the research community.

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Section: Analysis Of the Interventionmentioning

confidence: 99%

Formative Interventions for Expansive Learning and Transformative Agency

Sannino

Engeström

Lemos

2016

Journal of the Learning Sciences

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240

116

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“…No entanto, esse desejo de transformação é uma condição e uma reivindicação dos próprios sujeitos da atividade (Sannino, Engeström, & Lemos, 2016), que passam a questionar as formas como essa atividade está atualmente organizada e, com isso, compreendem coletivamente a necessidade de realizar mudanças. Para que haja a expansão, a metodologia prevê o envolvimento dos aprendizes nas sete fases de um ciclo que compreende ações de construção coletiva Engeström, Rantavuori, & Kerosuo, 2013). A fase 1 -Questionamento, compreende uma movimentação coletiva e institucional para dizer que as práticas organizacionais atuais são insuficientes para atender o objeto (motivo, finalidade) da atividade de trabalho.…”

Section: Bases Teóricas Da Aprendizagem Expansivaunclassified

“…As doze sessões do LM foram realizadas à luz das premissas teóricas da TAHC, compreendendo as fases do ciclo de aprendizagem expansiva, que partiu do questionamento do formato atual da gestão de resíduos até a tentativa de criação e formatação de um novo modelo de trabalho para a atividade (Engeström et al, 2013). As sessões foram registradas integralmente em formato audiovisual e, posteriormente, transcritas.…”

Section: Artefatos Metodológicosunclassified

Os Conflitos sob a Mediação do Laboratório de Mudança: Uma Aprendizagem Expansiva

2018

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Resumo Este estudo qualitativo analisa como os conflitos perpassam uma atividade de trabalho por meio da aplicação da metodologia intervencionista do Laboratório de Mudança (LM) na gestão de resíduos de um hospital-escola. À luz da Teoria da Atividade Histórico-Cultural, discutem-se os pressupostos teóricos da aprendizagem expansiva: o tipo de aprendizagem que se almeja em uma intervenção sob o LM, e os conflitos que podem emergir de tal experiência organizacional, compreendido o construto conflito em uma perspectiva epistemológica plural. A operacionalização da pesquisa deu-se mediante análise documental do registro fílmico de doze sessões do LM, em que participaram vinte trabalhadores de níveis hierárquicos diversos. A análise das sessões trouxe oito tipos diferentes de manifestações de conflitos potencialmente ampliadores da compreensão da gestão de resíduos na organização em análise. Tais conflitos, embora refletidos em situações do presente, estavam ligados às contradições históricas que atravessavam a gestão de resíduos do hospital-escola. O resultado prático é a consideração de que, quando o conflito emerge em práticas organizacionais, pode ser refletido historicamente e transversalmente à atividade, sinalizando a complexidade que cerceia a gestão e as práticas organizacionais.

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“…Fourth, the project contributed to the new organisational structure in the City Centre Campus Library. For a detailed description of the process, see Engeström et al (2012) and Engeström et al (2013).…”

Section: Knotworkingmentioning

confidence: 99%

“What We Do Every Day Is Impossible”: Managing Change by Developing a Knotworking Culture in an Academic Library

Kaatrakoski

Lahikainen

2016

The Journal of Academic Librarianship

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Change, transformation, the reassessment of services and professional capabilities are key concepts in the language of academic libraries today. We suggest that two intertwined rationales -technical development and the marketisation of the public sector along with a customer approach -are driving the change that is challenging academic libraries to rethink their work and services. In this article, we first discuss embedded librarianship and knotworking in libraries as participatory approaches to the arrangement of academic library work and services. Second, we presented the findings of the Knotworking project and its follow-up interviews and suggest knotworking as a method with which librarians can collaboratively analyse their own work and develop services with researchers and thus respond to changing working environments. Third, we discuss changes in the work identity of librarians.

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Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions

Cited by 119 publications

References 20 publications

Formative Interventions for Expansive Learning and Transformative Agency

Formative Interventions for Expansive Learning and Transformative Agency

Os Conflitos sob a Mediação do Laboratório de Mudança: Uma Aprendizagem Expansiva

“What We Do Every Day Is Impossible”: Managing Change by Developing a Knotworking Culture in an Academic Library

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