Community Knowledge Spaces

“Community knowledge space is typically absent from classrooms, making it hard for students’ ideas to be objectified, shared, examined, improved, synthesized, and used as ‘thinking devices’ “(Zhang et al., 2009, p 6). How can teachers create community knowledge spaces that inform their practices and guide student learning?

As our lab begins the current project Knowledge Community and Inquiry with Embedded Phenomena, I ask the questions: (1) How does community knowledge space develop?; (2) How can technologies be used to enhance the sharing, examination, improvement and objectification (in a Vygotskian sense) of student ideas within the shared community knowledge space?