sonia livingstone – dm&l – equity

sonia livingstone

Find her on wikipedia, her page on LSE site (London School of Economics), and her page on dmlhub site.

Working on the class with Julian Sefton Green (his session)

Julian’s book – learning at not-school:

Her CLRN interview:

could digital media underpin connections

most young people seem so far from that promise, if we could understand where they are at, and get rid of barriers

kids don’t even know the promise exists, they are focused on so many different things, grades, et al

the mediation of everything – every moment – underpinned by digital media – .. it’s a basic supply


equity matters. ahumanright.


connected learning


‘The Class’ – critical research on networked & connected learning by @Livingstone_S & @seftongreen #edchatie #heie

Original Tweet:

may 2016

This is how Julian Sefton-Green and I begin our new book, The Class: *Living and Learning in the Digital Age, based on a research project in the Connected Learning Research Network (CLRN) funded by the MacArthur Foundation’s Digital Media Learning initiative.

*living/learning in digital age – but w/in confines of school taking up most of day/mindset.. no?.. not just living/learn in dig age…

This knowledge is the *researchers’ privilege. After all, teachers often know little of the students out of at school, and some don’t know them well in school either, so first impressions, even stereotypes, may have lasting effects. Then, a child known so well to their parents can appear very different at school, and it became important to our research method to note the different personae that children projected, or were known by, in different settings.

again – huge assumption.. that *researchers see authenticity.. ie: that people are themselves when we have the day/mindset planned for them.. how does anyone (including selves) know them.. if they aren’t being them.. so too.. gray research law ness

By mapping continuities and disjunctures in our experiences of the class across settings, we sought the connections and disconnections that *mattered to them and those around them. How are their lives shaped by themselves and others?

again – *mattered most to them.. as being not them.. as in the environment we fixed/primed for them to be.. ie: is this connection/disconnection .. because they spend their day in supposed to’s.. how would those mindsets change if they were 100% free.. as the day. so.. it matters to them.. in the confines we have set.. for them..

Our book is about a class of 13- to 14-year-olds at an *ordinary urban secondary school in London, England.

oh my. *ordinary ness.. 13-14 yr olds.. held up all day together..  perhaps ordinary.. not natural.. no?

It is a *famously tricky age, difficult for parents and teachers, and for the young people themselves. In conducting the research, we became increasingly curious about what young people want, how do they see the world, and how do they find a path through the opportunities and constraints they face?

*again – famously false.. to our authenticity.. ie: thinking.. adolescence ness is man made

We found that, while much depends on them, it also matters how they are supported or *undermined – by parents, teachers and communities.

huge.. and we’re finding/naming ways.. ie: 21 cent techs et al influence that.. without boldly disengage\ing from how ginormously small prior *undermine\ment has been and ongoingly perpetuates.. not us ness.. ie: feedback loop is so broken

The Class shows that, while parents and teachers often have young people’s best interests at heart, they do not always agree on what these best interests are, leaving young people let down by the *broken pathways offered to them yet not sustained across home and school.

why do we insist on offering the path.. huge.. & perhaps why we have not yet.. gotten to equity..

Meanwhile, young people are *trying to find their own way, not necessarily seeing eye to eye with their parents or teachers and even avoiding beneficial opportunities so as to maintain “positive disconnections” — offline and online spaces to pursue their own meanings and experiences away from the gaze of parents and teachers

*find their own way.. let’s just back off and facilitate that no..? it’s scary to us.. because we’ve only tried it.. at best.. with raised eyebrows.. so we still haven’t yet seen/heard our children.. we haven’t yet heard/seen any of us.. no? not yet quiet enough to see

connected learning taps the opportunities provided by digital media to more easily *link home, school, community and peer contexts of learning; support peer and intergenerational connections based on **shared interests; and create more connections with ***nondominant youth, drawing from capacities of diverse communities.

*link home/school/community – perhaps it’s time to leap.. back/to a one ness…for (blank)’s sake

**shared interests… again.. not sure we’re authentically getting to self/gut/heart/thing-you-can’t-not-do interests/curiosities… in the first place..

***nondominant youth..? our labelings are crazy.. no?

let me here consider two kinds of challenge.

One is political. Avril Loveless and Ben Williamson note that efforts toward collaborative opportunities to share and learn, providing technological tools to engage with knowledge resources online, along with building learning pathways that support interest-driven learning sound *as if they are in students’ interests, but that we should be wary. They point to a convenient alignment between the language of connected learning and the commercial interests of the edtech industries who stand to increase profits the more students are encouraged to learn on their services.

*wary even of well meaning parents/teachers.. with no profits in mind other than well-being of child.. however.. most parents/teachers are in desperate need of detox (from this system of competition/profit/getting-in ness et al).. so their well meaning ness is not really them.. perhaps even more harmful because more assumed/hidden as a good.. a supposed to..

second …. We learned that young people are often *motivated to maintain more than overcome boundaries

* motivated by our coercions.. no?

do efforts to connect home and school inevitably mean imposing the discipline of school onto children’s learning experiences.

yes.. any assumptions on what kids/people are.. supposed to do.. for their own good.. is an imposition.. an oppression..

This opens up analysis of how students try, fail, recoup, start again, persist or give up, etc. This can be *analysed, even graded, of course, and the benefits of learning analytics are still being explored. But so are the costs.

* what..? really..?

Using her terms, connection brings surveillance of young people from teachers and parents. Connectivity brings surveillance from commerce (and the state). For the most part, it’s the former that most bothers young people. For critical social scientists, the latter is equally if not more problematic.

In short, the promise of connected learning is considerable. But, it is *at risk of being “curricularised,” of serving the cause of social reproduction more than that of social justice, and of being co-opted by corporate interests and institutional surveillance in ways that may lead students to resist rather than participate.

to say the least..

let’s try a nother way..

ie: hosting life bits .. via self talk as data .. as the day.


nov 2016 – Databite No. 89

on our thinking of children being uncertain and tense

on learning only counting in school if can put it into the recording methods of system

i don’t know what my outcomes would be and i don’t know where i would apply the test


i would want to tell 28 stories in answer to your question

so let’s create a system for 7 bill idiosyncrasies..

ie: hosting-life-bits via self-talk as data


“Our aim in the Digital Futures Commission is to figure out what good looks like for children in a digital world and to develop inspiring yet practical ways of bringing this to fruition.” @CooneyCenter #DigitalWorld
Original Tweet:

ie: cure ios city

to undo our hierarchical listening

decision making is unmooring us law