Kow, Y. M., Young, T., & Tekinbaş, K. S. (2014). Crafting the metagame: Connected learning in the Starcraft II community. Digital Media and Learning Research Hub.

Kow and colleagues describe a study of StarCraft II, a real-time strategy game, and the community surrounding it. They selected the game “as a research site because of its intellectual demands, academic relevance, and networked peer support driving players to strive to learn and achieve higher levels of gaming skills” (p. 5). They wanted to understand “both the design and uptake of the game within the context of connected learning” (p. 5), so they interviewed both players and members of the game-development team. They found that players and developers both brought up learning in the interviews.

They found that StarCraft II is a learning environment in which many features of connected learning are present:

• • Competition
  • Production
  • Peer-support
  • Interest-powered learning
  • Community
  • Openly-networked supports, provided both my the designers of the game and the community of players
  • Social interaction and expertise that translates across contexts (home, school, public IRL, online)

They found that “several design features of the game…. enable both the competitive and productive practices at play within the community” and that participation in the game “offers participants a chance to develop soft skills that seem highly relevant to future work environments, characterized by constant competition and nonstop learning” (p. 43).

“...at the core of learning that takes place within StarCraft II is a model in which players are connected by media content developed by players themselves, using the game editing tools or other social network tools, as well as an active and peer-supported social network.” (p. 5)

“...continuous participation within an ecosystem of technology-centered learning circles can help deepen the participants’ expertise and social skills.” (p. 43)

“Players can move at their own pace, take advantage of a diverse set of resources created by other players, and are invited to contribute their own knowledge and expertise.” (p. 44).

I’m making a few notes to myself here to document my process for keeping a public research notebook. They might be of interest to you, too.

First, I’m talking here mostly about keeping up with the literature. There are (in my opinion obvious) ethical implications of actually sharing your data on your website. I’ll explore them as I write my proposal, but right now, all I’ve got is other people’s research that I’m reading and writing about, and then I’ll probably have some memos on my own process of preparing for comps and selecting my dissertation topic. Nothing wild.

So, what am I doing? Well, inspired by some writing by Kris Shaffer and Chris Aldrich, and by the fact that I gave a keynote last weekend on Connected Learning and the IndieWeb, I want to share my reading notes on some of the readings I’m doing for comps. It will help me keep track of my most important notes, and maybe it’ll be useful for other people researching similar topics. I tend to pick fairly under-researched areas, and I know it can be frustrating to have to dig up the literature on those, so this is one way I can maybe make it easier for colleagues.

Raul Pacheco-Vega is another inspiration, as he both shares reading notes and has heavily influenced my literature review workflow.

What’s the workflow?

1. I find the source, as described through one of the various techniques in my literature review workflow, and pull it into Paperpile. If Paperpile can't find a PDF on its own, then I track a PDF down or, if it's only available physically, track down a physical copy.
2. If it's a PDF, I read it on my Android tablet with Xodo, making highlights and annotations using my Musemee Notier stylus. If it's a physical text, I take notes on a dedicated COMPS spread in my Bullet Journal (I use a Moleskine large dotted black notebook and a Pilot G2 07).
3. I create a new Google Doc.
4. From Paperpile, I copy the citation and paste it into the Google Doc. I name the Google Doc Author Year Article Title. (These are all in a folder called "Synthetic Notes," nested in a folder named after the literature area.)
5. I type up a quick synthetic note based on my highlights and annotations.
6. I use Paperpile to find a link to the source of the original.
7. Then, I use a bookmarklet with the WordPress Post Kinds plugin to create a new bookmark on my website. (I use the bookmark post kind instead of a read, because I'm only doing an Abstract-Introduction-Conclusion extraction, not a full read of the piece.)
8. I paste the abstract into the Summary box in the Response Properties box.
9. I paste the contents of my Google Doc into the WordPress editor and use the "Clear formatting" button to clean up messy GDocs code.
10. I give the post a tag related to the literature area (e.g., connected-learning) and select the category "Research Notebook," then publish!

You may have noticed that this workflow leaves out Hypothes.is entirely. This is for a few reasons, but mostly just that right now, Hypothes.is would add several extra steps as I read on my tablet rather than on my laptop. I'd have to open up the PDF on my laptop, re-highlight and annotate using Hypothes.is tools, then use the Hypothes.is aggregator plugin to bring over those to my website. So for now, I'm doing it all manually on my site and not sharing anything there.

Bilandzic, M. (2013). Connected learning in the library as a product of hacking, making, social diversity and messiness. Interactive Learning Environments, 24(1), 158–177.

Bilandzic describes a study that “explored implications for design of interactive learning enviornments through 18 months of ethnographic observations of people’s interactions at “Hack the Evening” (HTE)… a meetup group initiated at the State Library of Queensland in Brisbane, Australia… dedicated to provide visitors with opportunities for connected learning in relation to hacking, making and do-it-yourself technology” (p. 1 in author’s copy; consult published version for final page number). The study aimed to address “how free-choice learning environments can provided connected learning opportunities, in particular through an interactive, participatory and inspiring socio-cultural context for learning?” (p. 3 in author’s copy; consult published version for final page number) and the following three related questions:

1. What factors facilitate the connected learning experience of members within the group?
2. How does the public library as a location for the meetup group affect the participants’ learnign experience?
3. What are challenges and barriers for connected learning as experienced by the group, and how can libraries address those? (p. 3 in author’s copy; consult published version for final page number)

Two factors contributed to HTE’s success as a connected learning environment: uncoordinated interactions between participants and diversity in participants’ backgrounds, skills, and expertise. Designing environments that facilitate these interactions through an “open, uncoordinated and flexible meeting agenda” (p. 24 in author’s copy; consult published version for final page number) and invite diverse participants in can create space for connected learning to take place.

Bilandzic draws a distinction between events like Hack the Evening and traditional “free-choice learning  environments” such as libraries and museums “where learning is primarily supported through the physical environment” (p. 24 in author’s copy; consult published version for final page number). HTE focuses on designing a socio-cultural context where people can learn not only in a self-directed manner, but also socially and collaboratively. [Bilandzic’s emphasis on socio-cultural context is consonant with Lloyd’s and others’ work on sociocultural models of information literacy.]

Bilandzic offers four suggestions for interventions to help overcome barriers for connected learning:

1. Increasing the awareness of social learning opportunities within a learning environment
2. Facilitating an open, collaborative and interactive culture among users in learning environments
3. Providing access to contempoerary learning tools and materials for “learning-by-doing” activities
4. Supporting informal socialisation and hangouts between participants inside as well as outside the learning space premises and opening hours (p. 25 in author’s copy; consult published version for final page number).

Larson, K., Ito, M., Brown, E., Hawkins, M., Pinkard, N., & Sebring, P. (2013). Safe Space and Shared Interests: YOUmedia Chicago as a Laboratory for Connected Learning. Irvine, CA: Digital Media and Learning Research Hub.

Larson et al document the YOUmedia Learning Lab at the Chicago Public Library’s downtown Harold Washington Library center. The lab is designed to support HOMAGO.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Craig Watkins, S. (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.

Connected learning is an approach to education that calls for learning that is “socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.” (p. 4)

It has an equity agenda, aiming to create learning opportunities that engage nondominant youth and promote their academic, civic, or economic achievement. Connected learning experiences are production-centered, openly networked, and bring learners together around a shared purpose. While connected learning isn’t dependent on new media, new media provides many opportunities for creating connected learning environments. (See p. 12 for more.)

“Our argument is that for too many young people—particularly our most vulnerable populations of youth— their formal education is disconnected to the other meaningful social contexts in their everyday life, whether that is peer relations, family life, or their work and career aspirations. The connected learning model posits that by focusing educational attention on the links between different spheres of learning—peer culture, interests and academic subjects—we can better support interest-driven and meaningful learning in ways that take advantage of the democratizing potential of digital networks and online resources.” p. 87

“The connected learning model is an effort at articulating a research and design effort that cuts across the boundaries that have traditionally separated institutions of education, popular culture, home, and community.” p. 87

Y’all, I’m scholarlily-enamored of my committee. (Scholarlily is a new adverb. I give it to you.) Everyone on it is so cool and down-to-earth and does interesting work.

Want to know how to get an awesome committee like mine? Well, I can’t tell you, but I can tell you how to request that someone serve on your committee. After meeting to discuss my prospectus and where we thought my comps should go, my advisor and I planned for me to request that certain people serve on my committee, with her sort of taking over committee organization/management after they agreed to serve.

In my department, a dissertation committee consists of five people and at least one of them must be external to the department. We identified four people to be on my committee; the advisor is always the chair of my committee. We chose two professors from within the department, and two from outside the department. Here’s my prospectus in case you want to review it again. And here’s my committee:

Sandra Hughes-Hassell: My advisor. She’s on the committee of course because she’s my advisor, but also because of her interest in youth services.

Casey Rawson: A friend, colleague, and classmate from my MSLS days. She’s a professor of research methods, so she is my research methods expert. Youth services is also an area of research interest for her. In addition to her areas of research expertise, she has personal interests in fandom and crafting, both of which make my topic of interest to her.

Brian Sturm: A professor who taught me in my MSLS days. He studies immersion, and boy is cosplay about being immersed, right? Also helpful to have on the committee because of his expertise in youth services.

Heather Moorefield-Lang: My first external committee member. She’s got expertise in qualitative and has done a lot of research on makerspaces. Because I see making as a key element in cosplay, I wanted her on my committee. She also used to be a theater teacher and I am a lapsed theater person, so I expected there might be some good personality fit there. (I’m pretty sure I was right.) I didn’t know her, but I’d interacted with her some on Twitter and Sandra had met her at the Tennessee Association of School Librarians conference.

Crystle Martin: My second external committee member. If you’re basing your whole study on providing confirming evidence for/extending someone else’s study, it’s nice to have that person on your committee. She’s also a Connected Learning expert, and that’s a framework I definitely want to bring into my dissertation work, as it’s kind of my whole reason for getting a PhD. I also had expected a good personality fit here, as we share interests in fandom and gaming. (She once spoke on a panel called “What Buffy the Vampire Slayer Has to Teach Us about Games, Education, and Self-directed Learning,” soooo…) I had met her once about three and a half years ago, when she came to campus for a visit and I was working in the School of Education.

---

So Sandra and I settled on these four people to ask to serve, but then it was up to me to actually contact them. I looked around on the internet for examples of how to invite people to be on your dissertation committee and found a little advice but no clear templates. So, keeping in mind the advice from the blog post The Basics of Professional Communication, Part I, I set about constructing my own, which I will share with you in just a moment.

But first, a note: please remember that you are requesting a service, not conferring an honor. Serving on committees is part of professional service for faculty members. But also, if they accept, they are doing you a favor. So try to keep that in mind in your verbiage.

Now, three templates for asking someone to be on your committee! But be sure to read after the templates for one more note.

1. Someone you already know well (in my case, Brian and Casey)

Dear [Recipient Name]:

I hope this semester is treating you well. [Include some more conversational detail if you like.]

I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]

[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]

If you have any questions, feel free to email me. Thank you for considering this request.

Sincerely, [Your name/email signature]

2. Someone you’ve met but don’t know well

Dear [Name]:

My name is [your name], and I am a [your year] doctoral student at [your institution and department] working with [your advisor]. For my dissertation, I am planning to research [your topic/research question]. [A one-sentence reminder of when and how you met.]

I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]

[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]

If you have any questions, feel free to email me. Thank you for considering this request.

Sincerely, [Your name/email signature]

3. Someone you’ve never met

Dear [Name]:

My name is [your name], and I am a [your year] doctoral student at [your institution and department] working with [your advisor]. For my dissertation, I am planning to research [your topic/research question].

I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]

[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]

If you have any questions, feel free to email me. Thank you for considering this request.

Sincerely, [Your name/email signature]

Some notes:

When selecting what to call the recipient in the greeting, here are my general guidelines:

1. If it's someone I know well, I use the name that I know they prefer. In my department, some professors prefer students use their first name, others prefer their title and last name, and others might prefer a title but last initial, so that their expertise is recognized but the relationship is still a little informal. Respect what this person wants to be called.
2. If it's someone I have only met once or don't know at all, I use the title and last name. Once they're on the committee and you're actually having meetings, you may end up calling them by first name as I have in the blog post above. But always begin from the most formal position possible.

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All of the people I requested to be on my committee accepted, and we had our first meeting last week, which is why next time on Dissertating in the Open, I’ll write about Your First Meeting with Your Committee!

Thanks to Jegged.com for the Final Fantasy VII Party Select Screen Image.

I think every doctoral program is different in what they expect from students for qualifying comprehensive examinations, but in my program, there are two components: a literature review of about 50-60 single-spaced pages that offers an overview of the student’s research interests and addresses theoretical, methodological, and topical literature related to the expected dissertation, and a brief prospectus for the dissertation.

I wrote the prospectus first. Honestly, I think everybody should. Then my advisor and I met and discussed what should be in the comprehensive literature review. We wanted to have five areas to propose to my committee, with the understanding that these might change after our first meeting with my committee. Based on the prospectus, we settled on the following five areas:

Information literacy. As my central research question is about information literacy practices, I need to have a thorough definition of information literacy as a concept and an understanding of the historical development of that concept.

Cosplay. Since the cosplay affinity space is the locus of my research, this was an obvious choice.

Theory. It’s expected that all comps packages in my department will have a theory section. I chose to focus on theories Martin (2012) used in her dissertation: earlier models of information literacy, Sonnenwald’s (2005) framework of human information behavior, James Paul Gee’s (2004) concept of affinity spaces, Levy’s (1997) concept of collective intelligence, and Jenkins’s (2009) concept of participatory culture. There are other theories that may come into play, but I haven’t identified them yet. Theories I’ve researched in the past include possible selves, situated learning and communities of practice, and cultural-historical activity theory (especially horizontal learning). None of these are necessarily going to show up in my comps, but each of them has the potential to be useful for my dissertation work, so depending on how thorough I end up being with the theories mentioned earlier, they may end up in there.

Methods and Data Analysis. This is another section that is expected by the department. My proposed methods are primarily qualitative, involving interviews and qualitative coding, so this section will focus on those. It does have one quantitative element, however: analytic description, “an analysis method to illustrate transforming qualitative data into numbers and coupling that with qualitative description” (Martin, 2012, p. 78), so I included mixed methods in here as well.

Connected Learning. Finally, although it isn’t mentioned explicitly in my prospectus, my advisor and I decided to include Connected Learning in my comps package. Connected learning in libraries is my central research interest, and cosplay definitely has all of the characteristics of connected learning, so this is a good fit for my fifth area.

I hope this has been helpful as you think about your own qualifying exams and which areas you should be reviewing to prepare for your dissertation.

Next on Dissertating in the Open: Contacting Potential Committee Members!

References

Martin, C. A. (2012). Information literacy in interest-driven learning communities: Navigating the sea of information of an online affinity space. The University of Wisconsin-Madison. Retrieved from search.proquest.com/docview/1…

 

 

 

First, huge thanks to Dr. Laura Gogia for the descriptive phrase “Dissertating in the Open.”

Early on in my PhD program, I decided that I wanted to be as transparent about my dissertation process as is ethically possible. Since I’m focused on studying Connected Learning, and openly-networked products are a key part of that framework, I wanted to share my own process. This blog post is the first step in that direction.

Grad school was like the part of Great British Bake-off where the recipe only says “now make frangipane” and people just stare at the camera. ?“Now make research.” ?

— Ian M. Hartshorn (@imhartshorn) November 11, 2018

When I came into this program, several of my cohort-mates already had clear ideas not just about their area of research interest, but about their specific dissertation projects. Others took a hard turn and completely shifted their research interests. I’ve followed a middle route; while I wasn’t zeroed in enough to turn every assignment into a chapter in my dissertation (or even my literature review), everything I did was somehow focused on interest-driven learning. But I was never clear on how it all would come together in a culminating research project.

Over the past three and a half years, I’ve probably floated almost 10 different dissertation topics or themes past my very understanding advisor, but none of them quite coalesced into a question. I should have known that the question would come out of the literature. My best research always comes from someone else’s “Possibilities for future research” section.

A few weeks ago, I was reading Dr. Crystle Martin’s (2012) dissertation. She investigated the information literacy practices of players in the World of Warcraft affinity space and, based on previous prescriptive models of information literacy and her own results, generated a new, descriptive model of information literacy for digital youth.

And then in her conclusion, she said:

“The more affinity spaces which are studied, the more stable the model will become, until eventually it will be a powerful predictive model that can approximate outcomes when parameters are changed” (p. 108).

I physically actually got chills. But I wasn’t sure how I would tie this into my own work.

Then I went to the Distant Worlds: Music from Final Fantasy concert and saw the cosplayers.

Then I re-read Dr. Martin’s dissertation.

Then I realized cosplay is an affinity space.

I have really great professors, but I find it really frustrating that I have to google ‘how to write a prospectus’ because they give no official teaching on how to do it.

— Caris Adel (@CarisAdel) November 11, 2018

Then I sat down and over the course of a few hours banged out a dissertation prospectus to send to my advisor. It’s just a first draft. But I wanted to share it for those of you who are inexperienced in writing them. I’m lucky that my professor Dr. Barbara Wildemuth really walked my cohort through this process. Comments are open, so feel free to annotate it up and ask questions.

Next time, on Dissertating in the Open: building a comps package based on your prospectus!

Hi friends.

Here I’m declaring my intent to participate in #AcWriMo.

Here are my goals:

1. Revise and submit an article I've been working on for a long time.

2. Write the introductory overview to my comprehensive examination literature review package.

3. Create preliminary bibliographies for my comprehensive examination literature review package to share with my committee.

I recently wrote a six-page prospectus of my dissertation study. While it grew out of all the work I've done so far, it means that the many words I've already written and the unwritten-but-outlined parts of my comps either won't be used for this purpose or will be very much downplayed. I'm not starting from nothing, exactly, but there's a lot of work to do and not much time to do it.

To determine my goals, I looked realistically at my time constraints.

I have childcare five days a week for four hours a day. The first 30 minutes of that is usually settling in and the last is settling out, so really it’s three hours a day. I have a standing weekly meeting for the grant project that employs me, and writing isn’t the only work I need to get done in my childcare time. Because of travel, Thanksgiving, and meetings, I’ve only got 15 guaranteed writing days in November. (Other writing days are catch-as-catch-can; occasionally a grandma will offer a few hours of childcare or W. will take a long weekend stretch to solo parent, but those times aren’t predictable.) So aside from my task-related goals, I’m setting a goal for 15 hours of writing time this month. I’m not sure how long this overview needs to be, which is why I don’t have a word or page count goal.

Anyway, you heard it here: I’m doing #AcWriMo, but on my terms.

Me to my advisor today: Okay but what if my dissertation is about makerspaces AND gaming AND fandom?

Her: Yes

Me: This is only mostly a sneaky way to make my comps reading more fun.

[Note: This is a paraphrase.]