David Murphy
Comprehensive Questions
March 29, 2013
Q1: [Conceptual]
Investigating the phenomenon of how young people use media to learn music
outside of educational institutions requires appropriate frameworks to inform
the data collection and analysis.
What are the key conceptual frameworks that have been used to investigate the use
of media in informal music learning? Which of the key conceptual frameworks
might be used to investigate the mediated, informal music learning of Vancouver
youth?
The active engagement in media use is a demonstration of what has been
described as informal learning. Researchers have used the term informal learning to
describe the phenomenon of out-of-school, learner-lead education (Batt-Rawden &
DeNora, 2005; Feichas, 2010; Gower, 2012; Green, 2008b; Jenkins, 2012; Söderman
& Folkestad, 2004). Youth who are engaged in informal learning demonstrate a high
level of motivation and achievement (Partti & Karlsen, 2010; Kamin, Richards, &
Collins, 2007; Väkevä, 2010). Furthermore, positive social outcomes (e.g.,
community involvement, confidence, sense of belonging, prosocial behavior) have
been associated with this form of learning (Faulkner, 2011; Green, 2008a; Henley,
Caulfield, Wilson, Wilkinson, 2012; Söderman & Folkestad, 2004). Some researchers
have demonstrated the value of using the practices of informal learning to advise
education curriculum development (Gower, 2012; Green 2008b; Jenkins, 2011).
Conceptually I will explore how informal, user-initiated learning is linked to
two main theoretical concepts; 1) experiential learning (Kolb, 1975; Krathwohl,
2002; Krathwohl, Bloom, & Masia, 1964; Bloom, 1956) and 2) communities of
practice (Wenger, 1998; Lave & Wenger, 1991; Barton & Tusting, 2005).
Experiential learning incorporates the connection between knowledge, motivation,
and application (or performance). Kolb’s (1975) theories of applied experiential
learning target distinct learning styles and include connections between concrete
experience to reflective observation and abstract conceptualization (e.g.,
participation in media production and the social reaction to this). The concrete
experience of media practices can be the source and motivation to develop reflexive
observation and promote learning. The second theoretical foundation I am using is
based on Wenger’s (1998) notion of communities of practice, where learning is a
result of social participation (Lave & Wenger, 1991). I am interested in how young
people understand and make meaning from the community of practice that is
established around media interaction and how it relates to identity formation and
motivation. I will draw from these theories to develop my modes of inquiry and
analysis in this research looking specifically at motivations for learning and the
development of identities within the media use practices students.
David Murphy
Comprehensive Questions
March 29, 2013
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David Murphy
Comprehensive Questions
March 29, 2013
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