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What is Legitimate Peripheral Participation

Chapter 8
Encyclopedia of E-Leadership, Counseling and Training
In the context of community of practice, language learners can observe the way members of a community interact before fully participating themselves. In other words, legitimate peripheral participation is seen as a first step for newcomers to situate themselves and understand the underlying rules of the communication; for instance the discursive and interactional features that a particular community uses and it is a key element leading to full participation.
Published in Chapter:
Web 2.0 Technologies and Foreign Language Teaching
Geraldine Blattner (Florida Atlantic University, USA)
Copyright: © 2012 |Pages: 19
DOI: 10.4018/978-1-61350-068-2.ch008
Abstract
This chapter looks at the potential of two Web 2.0 tools: forums and the social networking website Facebook for foreign language learners and educators. It highlights how these technologies provide authentic settings that are dynamic and communicative as they facilitate the cultural enrichment of learners, enhance their socio-pragmatic awareness, as well as develop their multiliteracy skills in a second language. The chapter contains an examination of various recent studies which investigated or underlined how technological inclusion of forums and Facebook complements traditional classroom instruction, and how it allows students to extend their learning experience outside of this typical environment in order to supplement their linguistic abilities and to become autonomous learners.
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Chapter 7
Best Practices in Project-Based Learning: Applications Within Online Instructional Technology Courses
Social interactions among members of a community which enables people to engage in a community of practice as a way to share knowledge and support community learning.
Published in Chapter: Best Practices in Project-Based Learning: Applications Within Online Instructional Technology Courses; From: Handbook of Research on Media Literacy Research and Applications Across Disciplines
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Chapter 34
E-Collaboration within Blogging Communities of Practice
The act of observing a community without necessarily engaging in active participation for the purposes of learning about norms and expectations as well as determining whether one wishes to become a member.
Published in Chapter: E-Collaboration within Blogging Communities of Practice; From: Encyclopedia of E-Collaboration
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Chapter 635
Virtual Communities of Practice
LPP is the process by which a newcomer gradually works his/her way towards full participation in the community. Lave and Wenger’s (1991) examples were based on the apprenticeship model, where a newcomer (the apprentice) was allowed to undertake basic tasks. As they became more experienced, they were given more complicated tasks until they could fully participate in the practice of the community and became old-timers.
Published in Chapter: Virtual Communities of Practice; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 20
Adolescents Teaching Video-Game Making—Who is the Expert Here?
A way of describing how new members of a group become experienced members in a community of practice or affinity group, where the new member initially participates in small but important tasks that contribute to the overall community, and gradually becomes acquainted with the more complex and challenging expectations of the community and takes up a more central and active role
Published in Chapter: Adolescents Teaching Video-Game Making—Who is the Expert Here?; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 22
A CoP for Research Activities in Universities
The process by which newcomers acquire mastery of knowledge and skills through participation in the sociocultural practices of a community
Published in Chapter: A CoP for Research Activities in Universities; From: Handbook of Research on Communities of Practice for Organizational Management and Networking: Methodologies for Competitive Advantage
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