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Narrative and learning with Web 2.0 technologies: towards a research agenda

Authors


Caroline Daly, Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Email: c.daly@ioe.ac.uk

Abstract

Abstract  This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals represent and organize experience in order to learn from it and make it shareable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a ‘situated’ analysis of the narrative practices engaged with by users of blogs. A ‘narrative trail’ is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature.

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