Situated Learning: Legitimate Peripheral Participation

By J. Lave, E. Wenger. 1991

Subfields: Cognitive Science & Psychology

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STAR: A Benchmark for Situated Reasoning in Real-World Videos (2024, background): “According to situated cognition theory [7, 5, 4], situated reasoning relies on logical thinking and integrates naturally with the present knowledge captured from the surrounding situations.”
A Review of the “Digital Turn” in the New Literacy Studies (2010, background): “…the 1980s, including situated cognition (Brown, Collins, & Duguid, 1989; Greeno, 1997; Lave, 1988), communities of practice and situated learning (Lave & Wenger, 1991; Wenger, McDermott, & Snyder, 2002), and the New Literacy Studies (see, e.g., Knobel & Lankshear, 2007; Lankshear & Knobel, 2003;…”
A Phase Model of Intergenerational Learning in Organizations (2017, background): “…work has focused mainly on unidirectional knowledge transfer frommore experienced to less experienced individuals (e.g., Davenport & Prusak, 1998; Lave & Wenger, 1991), our findings highlight that both age groups possess unique types of expert, practical, social, and metacognitive knowledge.”
Identity As Narrative: Prevalence, Effectiveness, and Consequences of Narrative Identity Work in Macro Work Role Transitions (2010, background): “…the support of the community, which, in turn, helps newcomers feel a greater sense of belonging within the community (Holland et al., 2001; Lave & Wenger, 1991).7 Identities claimed successfully across a range of social interactions become more sa lient and central; identities premised on…”
Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests (2008, background): “Many constructivist theorists posit that learning is a social process and that learning occurs through interactions and sharing information with each other (Bruner, 1996; Lave & Wenger, 1991; Vygotsky, 1978).”
A Model for Learning in Working Life. (2004, methodology): “Therefore one might say, with Lave and Wenger (1991), that all learning is situated, i.e. it takes place in a specific situation or context that is co-determinant for both the learning process and its outcome, and it also makes immediate sense to refer to social learning or the social dimension of…”
Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design (2018, background): “PLCs have a conceptual foundation focused on teacher collaboration (Little, 1982; Rosenholtz, 1989), communities of practice (Lave & Wenger, 1991), learning organization (Senge, 2000), and informal workplace learning (Eraut, 2004).”
Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning (2004, background): “They also need to make sure that students maintain a clear focus on important task purposes and avoid focusing on components of tasks at the expense of perceiving the meaning of the whole activity (Lave, 1991; Lave & Wenger, 1991).”
Educational use of social networking technology in higher education (2010, background): “Lave and Wenger (1991) argued that learning emerges from engagement in social interaction.”
DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY (2007, background): “…argue that students benefit from induction into more than one epistemic community (knowledge-building community), such that they can engage in what Lave and Wenger (1991) call ‘legitimate peripheral participation’ in the work of each community and can also come to recognise that different…”
Meaningful learning in teacher education (2018, background): “The course was carried out within the framework of integrative pedagogy (e.g. Heikkinen et al., 2011; Tynjälä et al., 2016), which emphasises the sociocultural theories (e.g. Lave & Wenger 1991) and the socio-constructivist approach to learning (e.g. Packer & Goicoechea, 2000).”
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 (2006, background): “More recently, the idea of learning through participation in communities of practice has also been explored (Lave & Wenger, 1991; Boud & Middleton, 2003), and this notion will have important implications for faculty development.”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “…focused on learning—and learning-to-teach (i.e., Feiman-Nemser, 2001; Milner, 2003; Sleeter, Torres, & Laughlin, 2004)—as a dynamic process that unfolds over time and in relation to features of the social context (Dewey, 1938/1997; Lave & Wenger, 1991; Newman, Griffin, & Cole, 1989; Wenger, 1998).”
Repetition and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom (2004, background): “Instead, sociocultural theory has reconceptualized learning as part of social practices within communities of learners (e.g. Lave and Wenger, 1991; Rogoff, 1990).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “…theories of informal learning have not taken into account these variations, largely focusing on autonomous, self-directed, or self-regulated learning (e.g., Zimmerman, 2013), or sociocultural or situated views of apprenticeship and legitimate peripheral participation (Lave & Wenger, 1991).”
Beating the Odds: Teaching Middle and High School Students to Read and Write Well (2001, background): “…views of situative theorists (e.g., Brown, Collins, & Daguid, 1989; Greeno, 1997; Greeno & the Middle School Through Applications Group, 1998; Lave & Wenger, 1991) posit that the way in which people learn particular knowledge and skills is reliant on the environment in which the learning…”