The Role of Different Narratives in Recognizing Peer Expertise in Collaborative Programming Projects
Connecting Computer-Supported Collaborative Learning to Policy and Practices: CSCL11 Community Events Proceedings
Much research has focused on identifying the role that various factors play in promoting interest and access in broadening participation in computing. Few studies have examined what happens once access is no longer the issue and the focus shifts to negotiating participation in collaborative programming activities. Peer experts, youth knowledgeable in programming, play an important role in providing assistance in group collaborations. In this paper, we examined two youth peer experts through a practice lens on identity with self-and others'-narratives to understand better what it means to gain recognition as a peer expert in a community. Our analyses suggests that becoming an expert involves acting and being received as such in practice, thinking about oneself as an expert (self-narrative), and having other people think about oneself as an expert (others'-narratives). We discuss these findings in terms of implications for supporting peer collaboration in computer supported collaborative learning.
Fields, D. A. & Kafai, Y. B. (2011). The role of different narratives in recognizing peer expertise in collaborative programming projects. In H. Spada, G. Stahl (Eds), N. Miyake, & N. Law (Eds), Connecting computer-supported collaborative learning to policy and practices: CSCL11 community events proceedings, International Society of the Learning Sciences, Hong Kong, China, 701-705.