Learning as a Members’ Phenomenon: Toward an Ethnographically Adequate Science of Learning

Becker H. S. (1986). Doing things together: Selected papers. Evanston, IL: Northwestern University Press. (Original work published 1972)

Bricker L. A. , & Bell P. (2010). Linguistic markers as evidence of interdiscursive learning in youth talk across encounters. Manuscript in preparation.

Garfinkel H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

Geertz C. (1982). The way we think now: Toward an ethnography of modern thought. Bulletin of the American Academy of Arts and Sciences, 35(5), 14–34.

Hutchins E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

Kendon A. (1977). Studies in the behavior of social interaction. Bloomington: Indiana University Press.

Lave J. , & Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Lemke J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273–290.

Macbeth D. H. (1991). Teacher authority as practical action. Linguistics and Education, 3, 281–313.

McDermott R. P. (1993). The acquisition of a child by a learning disability. In Chaiklin S. & Lave J. (Eds.), Understanding practice (pp. 269–305). New York: Cambridge University Press.

McDermott R. , Gospodinoff K. , & Aron J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24, 245–275.

McDermott R. P. , & Roth D. R. (1978). The social organization of behavior: Interactional approaches. Annual Review of Anthropology, 7, 321–345.

Mehan H. , & Wood H. (1975). The reality of ethnomethodology. New York: Wiley.

Sacks H. (1992). Omnirelevant devices; settinged activities; “indicator terms” (February 16, 1967). In Jefferson G. (Ed.), Lectures on conversation: Volumes I and II (pp. 515–522). Oxford, England: Blackwell. (Original work published 1967)

Sacks H. , Schegloff E. A. , & Jefferson G. (1974). A simplest systematics for the organization of turn-taking in conversation. Language, 50, 696–735.

Schegloff E. A. (1993) On talk and its institutional occasions. In Drew P. & Heritage J. (Eds.), Talk at work (pp. 101–134). Cambridge, England: Cambridge University Press.

Stevens R. (2001a, April). Documenting learning within and across moments. AERA presidential invited symposium, annual meeting of the American Educational Research Association, Seattle, WA.

Stevens R. (2001b, April). Within and across moments: The help ethnomethodology provides for respecifying “learning.” Paper presented to the Culture and Communication Seminar Series, Harvard Humanities Center, Harvard University, Cambridge, MA.

Stevens R. , & Hall R. (1998). Disciplined perception: Learning to see in technoscience. In Lampert M. & Blunk M. L. (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107–150). New York: Cambridge University Press.

Stevens R. , Satwicz T. , & McCarthy L. (2008). In-game, In-room, In-world: Reconnecting video game play to the rest of kids’ lives. In Salen K. (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 41–66). Cambridge, MA: MIT Press.

Wortham S. (2005). Socialization beyond the speech event. Journal of Linguistic Anthropology, 15, 95–112.