Brown, J. S., & Gray, E. S. (2004). Introduction. In M. L. Conner & J. G. Clawson (Eds.), Creating a Learning Culture: Strategy, Technology, and Practice. Cambridge: Cambridge University Press.

P.3

“learning is fundamentally social and, second, that learning about is quite different from learning to be, which is a process of enculturation”. “Building on observations in workplace, school, and craft settings, IRL researchers noted that successful learning happens with and through other people and that what we choose to learn depends on who we are, who we want to become, what we care about, and which communities we wish to join. In this frame, learning is also a matterof changing identity, not just acquiring knowledge. Learning of this nature occurs primarily through the process of gaining membership in a community of practice and is critically enabled by what Jean Lave and Etienne Wenger described as “legitimate peripheral participation”. In this sense the people is one of learning environments. 

Practice is not merely the measure of learning but the medium of it. 

Words, books, simulations, tool-kits, and the like are artifacts deliberately crafted to transfer knowledge byevoking practice in the participant; they are not the knowledge itself.  Of course the current technology is crafted for learning culture 

p.4

“Work Is Personal . . .Computing Is Social . . . Knowledge Is Power” blared the cover art. “Learning is about work, work is about learning, and both are social,” 

p.6

approach to global knowledge sharing … Learning is clearly no longer synonymous with individual mastery 

the culture being created by kids who grew up digital.