This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are.

The book will appeal to anthropologists, for its novel theory of the relation of cognition to culture and context; to cognitive scientists and educational theorists; and to the 'plain folks' who form its subject, and who will recognize ...

In this important theoretical treatist, the authors push forward the notion of situated learning - that learning is fundamentally a social process.

Publisher description

This book develops a set of conceptual tools for analysis and design of transformations in collaborative work and learning.

This book offers a novel perspective on how people engage in sensing the materiality of the world as a way of social interaction.

Scholars in computer science, cognitive science, organization theory, information and media science, semiotics, communication, and linguistics will find this book invaluable, and as current excitement about hypermedia and electronic books ...

By paying close attention to the metaphors of artificial intelligence and their consequences for the field's patterns of success and failure, this text argues for a reorientation of the field away from thought and toward activity.

This book provides a new way of understanding how human actions and technological artifacts are intertwined.

Presents a broad conceptual framework for thinking about learning as a process of social participation.