Learning at not-school. A review of study, theory, and advocacy for education in non-formal settings.

Autor/in	Sefton-Green, Julian
Titel	Learning at not-school. A review of study, theory, and advocacy for education in non-formal settings.
Quelle	Cambridge, Mass. u.a.: MIT Press (2013), VI, 92 S.Verfügbarkeit
Reihe	The John D. and Catherine T. MacArthur Foundation reports on digital media and learning; Education, media
Beigaben	Literaturangaben S. [85]-92
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-262-51824-4; 978-0-262-51824-6
Schlagwörter	Bildung; Non-formale Bildung; Kreativität; Computernutzung; Medienarbeit; Informelles Lernen; Lernen; Lernumgebung; Lernort; Computer; Computerunterstützter Unterricht; Außerschulisches Lernen; Außerunterrichtliche Aktivität; Außerunterrichtliche Betreuung; Theaterpädagogik; Finanzierung; Außerschulische Jugendbildung; Freizeitangebot; Freizeiteinrichtung; Literaturbericht; Technik; Jugendzentrum; Europa; Großbritannien; USA
Abstract	[The author] focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of "learning-to-learn" that relate to analyses of language and technology. And he considers other forms of in-formal learning-in the home and in leisure activities-in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. The author's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4