Communities of practice : learning, meaning, and identity /
By: Wenger, Etienne.
Series: Learning in doing: Publisher: Cambridge, U.K. ; New York, N.Y. : Cambridge University Press, 1998Description: xv, 318 p. : ill. ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 0521430178; 9780521430173:; 9780521430173.Subject(s): Organizational learning
| Learning, Psychology of | Social learning | Learning -- Social aspectsDDC classification: 302.2 | Item type | Current library | Call number | Copy number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
Standard Loan
|
ATU Sligo Yeats Library Main Lending Collection | 302.2 WEN (Browse shelf(Opens below)) | 1 | Available | 0074916 |
Browsing ATU Sligo Yeats Library shelves, Shelving location: Main Lending Collection Close shelf browser (Hides shelf browser)
|
|
|
|
|
|
|
||
| 302.2 TAN You Just Don't Understand : Women and Men in Conversation / | 302.2 THO Communication and language : a handbook of theory and practice / | 302.2 TIN Communicating across cultures / | 302.2 WEN Communities of practice : learning, meaning, and identity / | 302.20243613 KOP Communication and interpersonal skills in social work / | 302.20243613 LIS Communication in social work / | 302.2081 IVY Genderspeak : personal effectiveness in gender communication / |
Includes bibliographical references (p. 301-307) and index.
Prologue: Contexts. Introduction: A social theory of learning -- Vignette I: Welcome to claims processing! -- Vignette II: The "C, F, and J" thing -- Coda 0: Understanding -- Practice. The concept of practice -- Meaning -- Community -- Learning -- Boundary -- Locality -- Coda I: Knowling in practice -- Identity. A focus on identity -- Identity in practice -- Participation and non-participation -- Modes of belonging -- Identification and negotiability -- Coda II: Learning communities -- Epilogue: Design. Synopsis: Design for learning -- Learning architectures -- Organizations -- Education.
The theory of learning presented in this volume begins with the assumption that engagement in social practice is the fundamental process by which we acquire knowledge and by which we become who we are.