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12 - Online Affinity Networks as Contexts for Connected Learning

from Part III - Interest and Internal Motivation

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Mizuko Ito ,
Crystle Martin ,
Matthew Rafalow ,
Katie Salen Tekinbaş ,
Amanda Wortman  and
Rachel Cody Pfister
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
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Summary

This chapter describes the ways in which online affinity networks motivate learning and support interest development. It builds on the model of “connected learning” that posits that learning is most resilient and meaningful when it is tied to social relationships and cultural identities, and spans in-school and out-of-school settings. The analysis draws from ethnographic case studies of youth-centered networks focused on fanfiction, knitting, professional wrestling, anime video remixers, Bollywood dance, YouTube vloggers, and communities surrounding two games, Little Big Planet 2 and StarCraft II. Factors that draw young people to online spaces to pursue their interests are diverse. For some, it is to find a safe space for a stigmatized interest. For others, it is because of an attraction to a narrow niche, leveling up, or technical specialization that is only accessible online. In all cases, however, high functioning online affinity networks are characterized by a strong set of shared values and culture that are the magnet for affiliation. In addition, a set of shared practices provide a focus of activity and engagement.

Type
Chapter
Information
The Cambridge Handbook of Motivation and Learning , pp. 291 - 311
Publisher: Cambridge University Press
Print publication year: 2019

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