A career spent in research, teaching, and engagement with community entails a lifetime of assemblage of meaning from people, resources, technologies and experience. In his work, Bertram (Chip) Bruce has long engaged with how we create such an assemblage of meaning from our formal and found learning, and from the ‘lived experience’ of custom, technology, and practice. This article itself assembles meaning around the concepts of technologies and practices, drawing on the author's lived experience with Chip in assembling meaning around the contemporary constructions of knowledge, technology and practice.
AndrewsR. & HaythornthwaiteC. (2007) Introduction to E-Learning Research, in AndrewsR. & HaythornthwaiteC. (Eds) The Sage Handbook of E-learning Research, pp. 1–52. London: Sage.
BowkerG.BakerK.MilerandF. & RibesD. (2009) Towards Information Infrastructure Studies: Ways of knowing in a networked environment, in HunsingerJ.AllenM. & KlasrupL. (Eds) The International Handbook of Internet Research. Berlin: Springer Verlag. Http://interoperability.ucsd.edu/docs/07BowkerBaker_InfraStudies.pdf.
5.
BruceB.C. (2003) Distributed Knowledge Research Collaborative. Paper presented at the Professional Development Workshop, Academy of Management Annual Meeting, in Seattle, WA.
6.
BruceB.C. (2008) Coffee Cups, Frogs, and Lived Experience, International Journal of Progressive Education, 4(2), 22–39.
7.
BruceB.C. (2009) Ubiquitous Learning, Ubiquitous Computing, and Lived Experience, in CopeB. & KalantzisM. (Eds) Ubiquitous Learning. Champaign, IL: University of Illinois Press.
8.
BruceB.C. (2010) ‘Building an Airplane in the Air’: The life of the Inquiry Group, in DraytonB. & FalkJ. (Eds) Creating and Facilitating Effective On-line Professional Development for Educators. New York: Teachers College Press.
CookS.D.N. & BrownJ.S. (1999) Bridging Epistemologies: The generative dance between organizational knowledge and organizational knowing, Organization Science, 10(4), 381–400. Http://dx.doi.org/10.1287/orsc.10.4.381
11.
HaythornthwaiteC. (2006) Articulating Divides in Distributed Knowledge Practice, Information, Communication & Society, 9(6), 761–780. Http://dx.doi.org/10.1080/13691180601064113
12.
HaythornthwaiteC. (2013) Emergent Practices for Literacy, E-learners, and the Digital University, in GoodfellowRobin & LeaMary (Eds) Literacy in the Digital University, pp. 56–66. London: Routledge.
HaythornthwaiteC.KazmerM.M.RobinsJ. & ShoemakerS. (2000) Community Development among Distance Learners: Temporal and technological dimensions, Journal of Computer-Mediated Communication, 6(1). Http://dx.doi.org/10.1111/j.1083-6101.2000.tb00114.x
15.
HaythornthwaiteC.LunsfordK.J.BowkerG.C. & BruceB. (2006) Challenges for Research and Practice in Distributed, Interdisciplinary, Collaboration, in HineC. (Ed.) New Infrastructures for Science Knowledge Production, pp. 143–166. Hershey, PA: Idea Group.
16.
HickmanL.A. (1992) John Dewey's Pragmatic Technology. Bloomington: Indiana University Press.
17.
LatourB. (1987) Science in Action: How to follow scientists and engineers through society. Philadelphia, PA: Open University Press.
18.
PerrowC. (1970) Organizational Analysis: A sociological view. Monterey, CA: Wadsworth.
StarS.L. (2002) Infrastructure and Ethnographic Practice: Working on the fringes, Scandinavian Journal of Information Systems, 14(2), 107–122.
21.
StarS.L. & StraussA. (1999) Layers of Silence, Arenas of Voice: The ecology of visible and invisible work, Computer Supported Cooperative Work, 8(1–2), 9–30.
22.
TimmermansS.BowkerG. & StarL. (1998) The Architecture of Difference: Visibility, discretion, and comparability in building a nursing intervention classification, in MolA.M. & BergM. (Eds) Difference in Medicine: Unraveling practices, techniques and bodies, pp. 202–225. Raleigh, NJ: Duke.
