Erica Rosenfeld Halverson
Biographic Data
| ID | 660122 |
|---|---|
| NAME | Erica Rosenfeld Halverson |
| GIVEN NAMES | Erica Rosenfeld |
| FAMILY NAME | Halverson |
| SIGNATURE | HALVERSON E R |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-4965-7869 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Note from the new co-editors
We are thrilled to be the 7th team of co-editors of Journal of the Learning Sciences since the journal’s founding in 1991. Thanks in large part to these editors and editorial teams, JLS is the flag
What We Learn About Learning From Out-of-School Time Arts Education
This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical qualitative inquiry and sets forth four propositions, which represent key practices from OST arts education…
Learning in and through the arts
The Process of Creation
In the 21st century, meaning making is a multimodal act; we communicate what we know and how we know it using much more than printed text on a blank page. As a result, qualitative researchers need new methodologies, methods, and tools for working with the complex artifacts that our research subjects produce. In this article we describe the co-development of an analytic methodology and a tool for working with youth produced films as multimodal art…
The Maker Movement in Education
In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newnes…
Learning in the Making
Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and a…
Do social networking technologies have a place in formal learning environments
Purpose This viewpoint essay seeks to discuss the promise and perils of integrating social networking technologies into formal learning environments. Design/methodology/approach The work is grounded in a new literacies perspective and brings insights from learning in participatory cultures to bear in the discussion of social networking sites in formal settings. Findings The paper describes three major design trade‐offs in the use of social networ…
The Dramaturgical Process as a Mechanism for Identity Development of LGBTQ Youth and Its Relationship to Detypification
This article describes the dramaturgical process—the telling, adapting, and performing of personal stories—as a method for accessing how youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) construct and present complex identities. Using data collected during an extended case study with the About Face Youth Theatre, an organization that works with LGBTQ youth on the dramaturgical process, this article focuses on the …
From one woman to everyman
In this article, I extend Labov’s narrative analysis of personal experience (Labov, 1972, 1997; Labov & Waletzky, 1967/1997) to demonstrate how personal narratives that are taken up and transformed into pieces for public performance work within a reportability continuum that balances the individual storyteller’s perspective while incorporating the voices of the community to which these individuals belong. I use the case of the About Face Youth Th…
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
InsideOut
This article addresses issues of identity development for youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ), using the concept of a "viable social identity" (Cote & Levine, 2002) as the model for a positive developmental trajectory. LGBTQ youth face more extreme developmental challenges than most mainstream youth, such as learning to manage a stigmatized identity (Hetrick & Martin, 1987) in a potentially hostile en…
The Dramaturgical Process as a Mechanism for Identity Development of LGBTQ Youth and Its Relationship to Detypification
This article describes the dramaturgical process—the telling, adapting, and performing of personal stories—as a method for accessing how youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) construct and present complex identities. Using data collected during an extended case study with the About Face Youth Theatre, an organization that works with LGBTQ youth on the dramaturgical process, this article focuses on the …
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
From one woman to everyman
In this article, I extend Labov’s narrative analysis of personal experience (Labov, 1972, 1997; Labov & Waletzky, 1967/1997) to demonstrate how personal narratives that are taken up and transformed into pieces for public performance work within a reportability continuum that balances the individual storyteller’s perspective while incorporating the voices of the community to which these individuals belong. I use the case of the About Face Youth Th…
InsideOut
This article addresses issues of identity development for youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ), using the concept of a "viable social identity" (Cote & Levine, 2002) as the model for a positive developmental trajectory. LGBTQ youth face more extreme developmental challenges than most mainstream youth, such as learning to manage a stigmatized identity (Hetrick & Martin, 1987) in a potentially hostile en…
From one woman to everyman
In this article, I extend Labov’s narrative analysis of personal experience (Labov, 1972, 1997; Labov & Waletzky, 1967/1997) to demonstrate how personal narratives that are taken up and transformed into pieces for public performance work within a reportability continuum that balances the individual storyteller’s perspective while incorporating the voices of the community to which these individuals belong. I use the case of the About Face Youth Th…
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
The Dramaturgical Process as a Mechanism for Identity Development of LGBTQ Youth and Its Relationship to Detypification
This article describes the dramaturgical process—the telling, adapting, and performing of personal stories—as a method for accessing how youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) construct and present complex identities. Using data collected during an extended case study with the About Face Youth Theatre, an organization that works with LGBTQ youth on the dramaturgical process, this article focuses on the …
Do social networking technologies have a place in formal learning environments
Purpose This viewpoint essay seeks to discuss the promise and perils of integrating social networking technologies into formal learning environments. Design/methodology/approach The work is grounded in a new literacies perspective and brings insights from learning in participatory cultures to bear in the discussion of social networking sites in formal settings. Findings The paper describes three major design trade‐offs in the use of social networ…
The Maker Movement in Education
In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newnes…
Learning in the Making
Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and a…
The Process of Creation
In the 21st century, meaning making is a multimodal act; we communicate what we know and how we know it using much more than printed text on a blank page. As a result, qualitative researchers need new methodologies, methods, and tools for working with the complex artifacts that our research subjects produce. In this article we describe the co-development of an analytic methodology and a tool for working with youth produced films as multimodal art…
Learning in and through the arts
What We Learn About Learning From Out-of-School Time Arts Education
This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical qualitative inquiry and sets forth four propositions, which represent key practices from OST arts education…
Note from the new co-editors
We are thrilled to be the 7th team of co-editors of Journal of the Learning Sciences since the journal’s founding in 1991. Thanks in large part to these editors and editorial teams, JLS is the flag
Psychology (9 works) · Sociology (9 works) · Aesthetics (6 works) · Art (3 works) · Gender Studies (3 works) · Identity (music (3 works) · Lesbian (3 works) · Narrative (3 works) · Pedagogy (3 works) · Social Psychology (3 works)