Social Design–Based Experiments: A Proleptic Approach to Literacy

Item

Title

Social Design–Based Experiments: A Proleptic Approach to Literacy

Abstract/Description

The author, Kris Gutiérrez, is a learning scientist whose work has centered on understanding the cultural dimensions of learning, with particular interest in understanding how to leverage youths' everyday concepts and practices toward more expansive and equitable forms of learning. Gutiérrez discusses the big ideas that informed her work in literacy and a design-based approach to literacy and broader forms of research on learning that seek to advance a method of inquiry that is organized around imagining what is "not yet," that is, the proleptic property of learning that brings "the end into the beginning." The work this paper addresses argues that understanding learning and design in ways that are consequential to all youth requires us to learn to see differently. It is an argument about seeing work with youth and communities in ways that can help education researchers see ingenuity instead of incompetence and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities.

[Abstract from ERIC]

Author/creator

Gutiérrez, Kris D.

Date

November 2018

In publication

Literacy Research: Theory, Method, and Practice

Volume

67

Issue

1

Pages

86-108

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Keywords

sociocritical literacies

design-based research

learning sciences

consequential learning

equity

IRE Approach/Concept

Social Design Experiment/Social Design-Based Experiment (SDBE)

Equity

DOI

10.1177/2381336918787823

URL

Publisher Webpage

ERIC Link (#EJ1197025)

Citation

Gutiérrez, K. D. (2018). Social Design–Based Experiments: A Proleptic Approach to Literacy. Literacy Research: Theory, Method, and Practice, 67(1), 86–108. https://doi.org/10.1177/2381336918787823

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