Learning across Contexts in the Knowledge Society

  • Ola Erstad
  • Kristiina Kumpulainen
  • Åsa Mäkitalo
  • Kim Christian Schrøder
  • Pille Pruulmann-Vengerfeldt
  • Thuridur Jóhannsdóttir

Part of the The Knowledge Economy and Education book series (KNOW)

Table of contents

  1. Front Matter
    Pages i-vii
    1. Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir
      Pages 1-13
    2. Antti Rajala, Kristiina Kumpulainen, Jaakko Hilppö, Maiju Paananen, Lasse Lipponen
      Pages 15-35
  2. Practices and Experiences of Meaning-Making

    1. Front Matter
      Pages 37-37
    2. Emma Edstrand, Annika Lantz-Andersson, Roger Säljö, Åsa Mäkitalo
      Pages 39-60
  3. Boundaries and Bridges of Learning

    1. Front Matter
      Pages 109-109
    2. Sanne Raith
      Pages 111-130
    3. Reetta Hyvärinen, Marjaana Kangas, Leena Krokfors
      Pages 131-144
  4. Agency and Engagement Using Digital Tools

    1. Front Matter
      Pages 161-161
    2. Anna Mikkola, Kristiina Kumpulainen
      Pages 163-177
    3. Géraldine Fauville, Annika Lantz-Andersson, Åsa Mäkitalo, Sam Dupont, Roger Säljö
      Pages 179-201
    4. Skúlína Hlíf Kjartansdóttir, Sólveig Jakobsdóttir
      Pages 203-223
    5. Agnese Karaseva
      Pages 225-240
  5. Commentary

About this book


Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the “learning communities” of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.


formal/informal learning knowledge society boundary crossing learning contexts meaning making agency digital tools

Editors and affiliations

  • Ola Erstad
    • 1
  • Kristiina Kumpulainen
    • 2
  • Åsa Mäkitalo
    • 3
  • Kim Christian Schrøder
    • 4
  • Pille Pruulmann-Vengerfeldt
    • 5
  • Thuridur Jóhannsdóttir
    • 6
  1. 1.Department of EducationUniversity of OsloNorway
  2. 2.Department of Teacher EducationUniversity of HelsinkiFinland
  3. 3.Department of Education, Communication and LearningUniversity of GothenburgSweden
  4. 4.Department of Communication, Business and Information TechnologiesRoskilde UniversityDenmark
  5. 5.Institute of Social StudiesUniversity of TartuEstonia
  6. 6.School of EducationUniversity of IcelandIceland

Bibliographic information