Please use this identifier to cite or link to this item: https://dl.eusset.eu/handle/20.500.12015/2717
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dc.contributor.authorPargman, Daniel
dc.date.accessioned2017-04-15T12:06:19Z-
dc.date.available2017-04-15T12:06:19Z-
dc.date.issued2005
dc.identifier.isbn978-1-4020-3591-3
dc.description.abstractHow does a (virtual) community thrive and survive over time? From having studied a thirteen-year old Swedish-language adventure mud, I here suggest that our understanding of the answer has to be built on a social theory of learning that takes into account that learning has to do with community, practice, meaning and identity. Making a “career” in a community of practice can be regarded as a movement from the periphery to the core, a movement from being a novice to becoming an expert in the activities that are central to the community. On that journey, the individual is over time “configured” into learning how to act, reason and think about the community in the right way.
dc.language.isoen
dc.publisherSpringer London, Dordrecht Amsterdam
dc.relation.ispartofCommunities and Technologies: Proceedings of the Second International Conference on Communities and Technologies 2005
dc.relation.ispartofseriesCommunities and Technologies
dc.titleVirtual Community Management as Socialization and Learning
dc.typeText
mci.conference.locationMilano, Italy
mci.conference.sessiontitleFull Papers
mci.reference.pages95-110
dc.identifier.doi10.1007/1-4020-3591-8_6
Appears in Collections:C&T 2005: Proceedings of the Second International Conference on Communities and Technologies 2005

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