Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge Export

@article{citeulike:1778463, abstract = {Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.}, author = {Alexander, Patricia A. and Schallert, Diane L. and Hare, Victoria C.}, citeulike-article-id = {1778463}, citeulike-linkout-0 = {http://www.jstor.org/stable/1170635}, journal = {Review of Educational Research}, keywords = {knowledge, learning, literacy, research}, number = {3}, pages = {315--343}, posted-at = {2007-10-17 07:18:53}, priority = {2}, title = {Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge}, url = {http://www.jstor.org/stable/1170635}, volume = {61}, year = {1991} }

TY - JOUR ID - citeulike:1778463 L3 - citeulike-article-id:1778463 N2 - Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning. IS - 3 JF - Review of Educational Research EP - 343 TI - Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge VL - 61 SP - 315 KW - knowledge KW - learning KW - literacy KW - research AU - Alexander, Patricia AU - Schallert, Diane AU - Hare, Victoria PY - 1991/// UR - http://www.jstor.org/stable/1170635 ER -