Lifewide Learning in the City: Novel Big Data Approaches to Exploring Learning with Large-Scale Surveys, GPS, and Social Media

Autor/inn/en	Lido, Catherine; Reid, Kate; Osborne, Michael
Titel	Lifewide Learning in the City: Novel Big Data Approaches to Exploring Learning with Large-Scale Surveys, GPS, and Social Media
Quelle	In: Oxford Review of Education, 45 (2019) 2, S.279-295 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1554531
Schlagwörter	Social Media; Urban Areas; Adult Learning; Case Studies; Geographic Information Systems; Informal Education; Literacy; Surveys; Learning Processes; Physical Mobility; Transportation; Self Concept; Social Capital; Educational Opportunities; Disadvantaged; Foreign Countries; Multiple Literacies; Multimedia Materials; Program Descriptions; Lifelong Learning; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Soziale Medien; Urban area; Stadtregion; Adulte education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Informelle Bildung; Nichtformale Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Survey; Umfrage; Befragung; Learning process; Lernprozess; Verkehrswesen; Selbstkonzept; Sozialkapital; Bildungsangebot; Bildungschance; Ausland; Life-long learning; Lebenslanges Lernen
Abstract	Despite UNESCO's Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01