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| Autori principali: | , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2016
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1104440 |
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| _version_ | 1867181423725641728 |
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| author | Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna |
| author_facet | Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna |
| collection | Education Resources Information Center |
| contents | The Dialectics of Authoring Expansive Learning: Tracing the Long Tail of a Change Laboratory Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna Learning Organizational Change Intervention Academic Libraries Longitudinal Studies Interviews Foreign Countries Purpose: The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention futile if a workplace subsequently undergoes large-scale organizational transformations? Does the expansive learning authored in a Change Laboratory intervention survive large-scale organizational transformations, and if so, why does it survive and how? Design/methodology/approach: The paper develops a conceptual argument based on cultural-historical activity theory. The conceptual argument is grounded in the examination of a case of eight years of change efforts in a university library, including a Change Laboratory (CL) intervention. Follow-up interview data are used to discuss and illuminate our argument in relation to the three research questions. Findings: The idea of knotworking constructed in the CL process became a "germ cell" that generates novel solutions in the library activity. A large-scale transformation from the local organization model developed in the CL process to the organization model of the entire university library was not experienced as a loss. The dialectical tension between the local and global models became a source of movement driven by the emerging expansive object. Practitioners are modeling their own collective future competences, expanding them both in socio-spatial scope and interactive depth. Originality/value: The article offers an expanded view of authorship, calling attention to material changes and practical change actions. The dialectical tensions identified serve as heuristic guidelines for future studies and interventions. |
| format | Recurso educativo Open Access |
| id | eric_EJ1104440 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | The Dialectics of Authoring Expansive Learning: Tracing the Long Tail of a Change Laboratory Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna Learning Organizational Change Intervention Academic Libraries Longitudinal Studies Interviews Foreign Countries The Dialectics of Authoring Expansive Learning: Tracing the Long Tail of a Change Laboratory Sannino, Annalisa Engeström, Yrjö Lahikainen, Johanna Learning Organizational Change Intervention Academic Libraries Longitudinal Studies Interviews Foreign Countries Purpose: The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention futile if a workplace subsequently undergoes large-scale organizational transformations? Does the expansive learning authored in a Change Laboratory intervention survive large-scale organizational transformations, and if so, why does it survive and how? Design/methodology/approach: The paper develops a conceptual argument based on cultural-historical activity theory. The conceptual argument is grounded in the examination of a case of eight years of change efforts in a university library, including a Change Laboratory (CL) intervention. Follow-up interview data are used to discuss and illuminate our argument in relation to the three research questions. Findings: The idea of knotworking constructed in the CL process became a "germ cell" that generates novel solutions in the library activity. A large-scale transformation from the local organization model developed in the CL process to the organization model of the entire university library was not experienced as a loss. The dialectical tension between the local and global models became a source of movement driven by the emerging expansive object. Practitioners are modeling their own collective future competences, expanding them both in socio-spatial scope and interactive depth. Originality/value: The article offers an expanded view of authorship, calling attention to material changes and practical change actions. The dialectical tensions identified serve as heuristic guidelines for future studies and interventions. |
| title | The Dialectics of Authoring Expansive Learning: Tracing the Long Tail of a Change Laboratory |
| topic | Learning Organizational Change Intervention Academic Libraries Longitudinal Studies Interviews Foreign Countries |
| url | https://eric.ed.gov/?id=EJ1104440 |