Colin Lankshear – författare

"....undeterred by sociological pessimism, Colin Lankshear hacks away at the underbrush, clearing a path for a new critical-liberatory discourse"James Paul Gee, Clark University, Worcester, Massachusetts.This book explores everyday social practices and how they influence who people are, what they become, the quality of their lives, the opportunities and possibilities open to them, and those they are denied. It focusses especially on language and literacy components of social practices, asking: * How are language and literacy framed within different social practices?* How are social practices in turn shaped and framed by language and literacy?* What are the consequences for the lives and identities of individuals and groups?* How can we understand these relationships, and build on this understanding to develop critical forms of literacy and language awareness that enhance human dignity, freedom and social justice?In addressing these questions the book draws on social practices from diverse settings: from classrooms using conventional texts to so-called "enchanted workplaces"; from a Third World peasant cooperative enterprise to modern technologically-equipped homes and classrooms. The result is a rich sociocultural account of language and literacy, which challenges narrow psychological and skills-based approaches, and provides an excellent theory base for informing the practice of literacy educators.It will be compelling reading for academics, teachers and students of language and literacy education, critical literacy, discourse studies and cultural studies.

“This informative book helped me to understand research in general and to bring focus and clarity to my current research project. The text answers questions and provides guidance and support in a manner that is user-friendly and easy to comprehend…. After reading this book, I feel empowered as a teacher-researcher and would unhesitatingly recommend it to other teacher-researchers, graduate students and educators.”Francesca Crowther – teacher and doctoral student, Nova Scotia, Canada.

This book provides a comprehensive and detailed approach to teacher research as systematic, methodical and informed practice. It identifies five requirements for all kinds of research, and provides clear and accessible guidelines for teachers to use in conducting their own classroom-based studies.

Features:

A clear definition of teacher research which insists on more than ‘stories’ and anecdotal ‘retrospectives’Innovative organisational structure based on the collection and analysis of spoken, written and observed data, with strong emphasis on the design of research projectsEasy-to-use and widely applicable tools and techniques for collecting and analysing data in qualitative researchInformed by the authors’ own wide-ranging experiences, A Handbook of Teacher Research provides everything the teacher researcher needs in order to conduct good quality practitioner research. It is ideal for upper level undergraduate Education programmes and for postgraduate research, as well as for teacher researchers who conceive and drive their own independent studies.

“Like a compass guiding you to what’s important and why in this rapidly evolving field, this new edition is utterly stimulating but also thoughtful and measured.”Daniel Cassany, Literacy Researcher and Teacher, Universitat Pompeu Fabra, Barcelona, Spain

"Essential reading for those interested in new and emerging literacy practices, New Literacies maps the contours of on- and off-line participation and how it is transforming learning and communication. This book provides the necessary theoretical background and illustration of practice for a radical re-appraisal of how we think about literacy and literacy education."Guy Merchant, Professor of Literacy in Education,Faculty of Development and Society, Sheffield Hallam University

The new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively 'new' within a range of currently popular everyday ways of generating, communicating and negotiating meanings. Revised, updated and significantly reconceptualised throughout, the book includes:

Closer analysis of new literacies in terms of active collaborationA timely discussion of using wikis and other collaborative online writing resourcesUpdated and expanded accounts of digital remix and blogging practicesAn explanation of social learning and collaborative platforms for social learningA fresh focus on online social networkingA new batch of discussion questions and stimulus activities The importance of social learning for becoming proficient in many new literacy practices, and the significance of new media for expanding the reach and potential of social learning are discussed in the final part of the book. New Literacies 3/e concludes by describing empirical cases of social learning approaches mediated by collaborative learning platforms.

This book is essential reading for students and academics within literacy studies, cultural or communication studies and education.

First Published in 2004. This work explores various forms of oppression that plague contemporary society. Through the analyses and reflections of theorists and social activists - including Paulo Freire himself - Politics of Liberation brings together, under a common project of human liberation, critical voices from around the globe: Mexico, Guatemala, Britain, Canada, Brazil, Argentina, Australia, New Zealand and the United States. The essays argue that Freire's work offers an avenue out of the malaise of contemporary politics and culture. They place Freire temporally in relation to moments of modernity and postmodernity; culturally and existentially in relation to the First and Third Worlds and at the standpoint of indigenous peoples; politically in terms of his attention to the range of sites and dimensions of oppression and their relatedness; and intellectually in relation to the eclectic range of theories on which he draws. The book is a response to the current global crisis of solidarity among progressive and dissident intellectuals, educators and cultural workers.

In the hypercompetitive context of the new global economy, building a smart workforce is widely regarded as a key strategy for enterprises. But is this any more than another 'fast capitalist' slogan? What substance can be given to the idea? What are its associated values and practices? This book explores these issues from an international perspective in fresh and challenging ways. Key themes include:* competence and being competent in the world of work* experience, common-sense and expertise in workplace learning* social practices and literacies in the workplace* developing smart, self-directed workers* taking responsibility for learning in workplaces* empowering workers as learners in the workplaces.These essays are written by leading edge workplace analysts and practitioners from Australia, New Zealand, Sweden and the USA. Their wide-ranging, multi-disciplinary approach will be of interest to all forward-thinking academics, students and leaders in management, organizational development and workplace learning.

In the hypercompetitive context of the new global economy, building a smart workforce is widely regarded as a key strategy for enterprises. But is this any more than another 'fast capitalist' slogan? What substance can be given to the idea? What are its associated values and practices? This book explores these issues from an international perspective in fresh and challenging ways. Key themes include:* competence and being competent in the world of work* experience, common-sense and expertise in workplace learning* social practices and literacies in the workplace* developing smart, self-directed workers* taking responsibility for learning in workplaces* empowering workers as learners in the workplaces.These essays are written by leading edge workplace analysts and practitioners from Australia, New Zealand, Sweden and the USA. Their wide-ranging, multi-disciplinary approach will be of interest to all forward-thinking academics, students and leaders in management, organizational development and workplace learning.

To understand contemporary times, we must appreciate the extent to which our lives are affected by the cultural and political struggle between "official" narratives and the counternarratives which emerge as oppositional responses. Counternarratives develops a concept of "postmodern counternarratives" as a frame for exploring the politics of media, technology and education within everyday struggles for human identities and loyalties. The authors identify two forms of counternarratives. One functions as a critique of the modernist propensity for grand narratives. The second concept, which is the focus of the book, builds on the first; the idea of "little stories" addressing cultural and political opposition to the "official" narratives used to manipulate public consciousness. Each marks an important point of contestation within contemporary education and culture: curriculum, pedagogy, literacy, media representations and applications of new technologies.

To understand contemporary times, we must appreciate the extent to which our lives are affected by the cultural and political struggle between "official" narratives and the counternarratives which emerge as oppositional responses. Counternarratives develops a concept of "postmodern counternarratives" as a frame for exploring the politics of media, technology and education within everyday struggles for human identities and loyalties. The authors identify two forms of counternarratives. One functions as a critique of the modernist propensity for grand narratives. The second concept, which is the focus of the book, builds on the first; the idea of "little stories" addressing cultural and political opposition to the "official" narratives used to manipulate public consciousness. Each marks an important point of contestation within contemporary education and culture: curriculum, pedagogy, literacy, media representations and applications of new technologies.

Written by internationally acclaimed scholars on futures of critical theory, this book attempts to renew and reinvigorate critical theory by extending its range and its intellectual trajectories through strategies of inclusiveness that respect and build on parallel traditions. The authors reinterpret the work of Nietzsche, Wittgenstein, and Heidegger in relation to central figures (Kant, Marcuse, Foucault) and themes of critical theory—the critique of modernity, theory of the self, and the question concerning technology. Key chapters address the critical significance of the work of the French theorists Levinas, Deleuze, Derrida, Lyotard, Irigaray, and Bourdieu and while other chapters focus on thinkers as diverse as Zizek, Giddens, Said, and Guattari, and deal with contemporary topics such as cyberfeminism and antiglobalization.

We are living in a time of resurgent global conflicts and imperialistic tensions_a time in which many children are being left behind by school systems that appear more concerned with developing accountability schemes and standardized models of testing than with defending the right of every child to have access to a good education. The efforts of countless teachers, activists, and families working and living in poor areas around the world are labeled as failures, entirely discredited on the basis of their expendability in relation to capital gains, or simply ignored. In response to these oppressive and challenging conditions, this book's contributors_a group of committed educators and activists working in an ethos of solidarity across geopolitical and geographical borders_have advanced arguments and strategies that link educational transformation to the larger struggle to transform oppressive social relations. In a clear attempt to move beyond both nostalgia and romanticism, Critical Theories, Radical Pedagogies, and Global Conflicts draws from a range of viewpoints-conceptual and thematic, transnational and crosscultural, First World and Third World_to articulate new directions for teachers and activists working to demonstrate that another education, and indeed, another world, is possible.

A provocative collection that redefines literacy as a political and transformative practice, challenging readers to see reading and writing as tools for questioning power and advancing social change.What does it mean to be literate in a world shaped by power, culture, and contestation? Critical Literacy brings together some of the most influential voices in literacy studies to confront this urgent question head-on.Edited by Colin Lankshear and Peter L. McLaren, Critical Literacy reimagines literacy not as a neutral skill, but as a deeply political practice—one that can either reproduce systems of domination or become a powerful tool for liberation. Bridging theory and practice, the contributors explore how literacy operates across diverse contexts: from classrooms and communities to media, gender, culture, and revolutionary movements.Engaging with postmodern perspectives and critical pedagogy, the essays challenge readers to interrogate taken-for-granted assumptions about knowledge, language, and democracy. From ethnographic insights and feminist critiques to analyses of media and popular education, this collection opens new pathways for understanding literacy as a site of struggle and possibility.Provocative, timely, and transformative, this book invites educators, researchers, and activists alike to rethink literacy as a dynamic force in shaping more just and democratic futures.

Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies ResearchFEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research.The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.

Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies ResearchFEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research.The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.

First Published in 2004. This work explores various forms of oppression that plague contemporary society. Through the analyses and reflections of theorists and social activists - including Paulo Freire himself - Politics of Liberation brings together, under a common project of human liberation, critical voices from around the globe: Mexico, Guatemala, Britain, Canada, Brazil, Argentina, Australia, New Zealand and the United States. The essays argue that Freire's work offers an avenue out of the malaise of contemporary politics and culture. They place Freire temporally in relation to moments of modernity and postmodernity; culturally and existentially in relation to the First and Third Worlds and at the standpoint of indigenous peoples; politically in terms of his attention to the range of sites and dimensions of oppression and their relatedness; and intellectually in relation to the eclectic range of theories on which he draws. The book is a response to the current global crisis of solidarity among progressive and dissident intellectuals, educators and cultural workers.

This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies – the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.

Schools remain notorious for co-opting digital technologies to «business as usual» approaches to teaching new literacies. DIY Media addresses this issue head-on, and describes expansive and creative practices of digital literacy that are increasingly influential and popular in contexts beyond the school, and whose educational potential is not yet being tapped to any significant degree in classrooms. This book is very much concerned with engaging students in do-it-yourself digitally mediated meaning-making practices. As such, it is organized around three broad areas of digital media: moving media, still media, and audio media. Specific DIY media practices addressed in the chapters include machinima, anime music videos, digital photography, podcasting, and music remixing. Each chapter opens with an overview of a specific DIY media practice, includes a practical how-to tutorial section, and closes with suggested applications for classroom settings. This collection will appeal not only to educators, but to anyone invested in better understanding – and perhaps participating in – the significant shift towards everyday people producing their own digital media.

Schools remain notorious for co-opting digital technologies to «business as usual» approaches to teaching new literacies. DIY Media addresses this issue head-on, and describes expansive and creative practices of digital literacy that are increasingly influential and popular in contexts beyond the school, and whose educational potential is not yet being tapped to any significant degree in classrooms. This book is very much concerned with engaging students in do-it-yourself digitally mediated meaning-making practices. As such, it is organized around three broad areas of digital media: moving media, still media, and audio media. Specific DIY media practices addressed in the chapters include machinima, anime music videos, digital photography, podcasting, and music remixing. Each chapter opens with an overview of a specific DIY media practice, includes a practical how-to tutorial section, and closes with suggested applications for classroom settings. This collection will appeal not only to educators, but to anyone invested in better understanding – and perhaps participating in – the significant shift towards everyday people producing their own digital media.

This book examines how common e-learning technologies open up compelling, if limited, experiential spaces for users, similar to the imaginary worlds opened up by works of fiction. However, these experiential worlds are markedly different from the «real» world of physical objects and embodied relations. This book shows these differences to be of central importance for teaching and learning.

Discussion on the Web is mediated through layers of software and protocols. As scholars increasingly study communication and learning on the Internet, it is essential to consider how site administrators, programmers, and designers create interfaces and enable functionality. The managers, administrators, and designers of online communities can turn to more than 20 years of technical books for guidance on how to design online communities toward particular objectives. Through analysis of this «how-to» literature, Designing Online Communities explores the discourse of design and configuration that partially structures online communities and later social networks. Tracking the history of notions of community in these books suggests the emergence of a logic of permission and control. Online community defies many conventional notions of community. Participants are increasingly treated as «users», or even as commodities themselves to be used. Through consideration of the particular tactics of these administrators, this book suggests how researchers should approach the study and analysis of the records of online communities.

Mobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy education—both within the classroom and its extended implications—for concerns of civic participation and data privacy, as more educators and policymakers internationally consider the possibilities of connected classrooms and m-learning on a universal scale.

Mobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy education—both within the classroom and its extended implications—for concerns of civic participation and data privacy, as more educators and policymakers internationally consider the possibilities of connected classrooms and m-learning on a universal scale.

This book provides an expansive guide for designing and conducting robust qualitative research across a diverse range of purposes concerned with understanding new literacies in theory and in practice. It is based on the idea that one of the best ways of learning how to do good research is by closely following the approaches taken by excellent researchers. This volume brings together a group of internationally reputed qualitative researchers who have investigated new literacies from a sociocultural perspective. These contributors offer "under the hood" accounts of how they have adapted existing research approaches and, where appropriate, developed new ones to frame their research theoretically and conceptually, collected and analyzed their data, and discussed their analytic results in order to achieve their research purposes. Each chapter, based on a substantial and successful study undertaken by the researchers, addresses the research process from one or more of the following emphases: theory and design, data collection, and data analysis and interpretation. Core elements discussed in each chapter include research purposes and questions; theoretical and conceptual framing; data collection and analysis; research findings and implications; and limitations, glitches, and difficulties experienced in the research process.

This book provides an expansive guide for designing and conducting robust qualitative research across a diverse range of purposes concerned with understanding new literacies in theory and in practice. It is based on the idea that one of the best ways of learning how to do good research is by closely following the approaches taken by excellent researchers. This volume brings together a group of internationally reputed qualitative researchers who have investigated new literacies from a sociocultural perspective. These contributors offer "under the hood" accounts of how they have adapted existing research approaches and, where appropriate, developed new ones to frame their research theoretically and conceptually, collected and analyzed their data, and discussed their analytic results in order to achieve their research purposes. Each chapter, based on a substantial and successful study undertaken by the researchers, addresses the research process from one or more of the following emphases: theory and design, data collection, and data analysis and interpretation. Core elements discussed in each chapter include research purposes and questions; theoretical and conceptual framing; data collection and analysis; research findings and implications; and limitations, glitches, and difficulties experienced in the research process.

This completely revised and expanded field guide is packed with new innovative ideas on how to implement game-based learning and gamification techniques in everyday teaching. With nearly two dozen more experts than the first edition, this book contains interviews with more than 70 authorities in the field, including academics such as James Paul Gee, Kurt Squire, Mizuko (Mimi) Ito, Lee Sheldon, Jordan Shapiro, and Mary Flanagan. The author also shares conversations with experts from numerous organizations such as Common Sense Media, iCivics, DragonBox, Connected Camps, GlassLab Games, Schell Games, Institute of Play, Games for Change, BrainPOP, Tiggly, Toca Boca, ThinkFun, BrainQuake, Filament Games, BreakoutEDU, Kahoot, Classcraft, and more. Featuring a new introduction, as well as a foreword from　USA Today’s　national K-12 education writer Greg Toppo, this book provides new practical lesson plan ideas, ready-to-use games, and links for further research in each updated chapter. Included are best practice recommendations from star game-based learning teachers, including Steve Isaacs, Peggy Sheehy, Michael Matera, Rafranz Davis, Zack Gilbert, and Paul Darvasi. Regardless of your teaching discipline or grade level, whether you are new to game-based learning or if you have experience and want to take a deeper dive, this book will engage and reinvigorate the way you teach and how your students learn!

This book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacies, cultural studies/youth culture, literacy studies, communication arts, and anthropology of education/social sciences. This book could be used in a course on online/Internet ethnography. It could also be used in a more general research methods course to illustrate the combination of online and offline data collection. Outside of research methods courses, it could be used in courses on literacies, digital literacies, youth culture, popular culture and media, or mobile learning.

This book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacies, cultural studies/youth culture, literacy studies, communication arts, and anthropology of education/social sciences. This book could be used in a course on online/Internet ethnography. It could also be used in a more general research methods course to illustrate the combination of online and offline data collection. Outside of research methods courses, it could be used in courses on literacies, digital literacies, youth culture, popular culture and media, or mobile learning.

How are expert educators using games in their classrooms to give students agency, while also teaching twenty-first century skills, like empathy, systems thinking, and design thinking? This question has motivated Matthew Farber’s Game-Based Learning in Action: How an Expert Affinity Group Teaches With Games showcasing how one affinity group of K12 educators—known as "The Tribe"—teaches with games. They are transformational leaders outside the classroom, in communities of practice. They mentor and lead newcomers to game-based learning, as well as advise game developers, academics, and policymakers. Teachers in "The Tribe" do not teach in isolation—they share, support, and mentor each other in a community of practice. Farber shares his findings about the social practices of these educators. Game-Based Learning in Action details how the classrooms of expert game-based learning teachers function, from how they rollout games to how they assess learning outcomes. There are plenty of lessons to be learned from the best practices of expert educators. These teachers use games to provide a shared meaningful experience for students. Games are often the focal point of instruction. Featuring a foreword from James Paul Gee (Mary Lou Fulton Presidential Professor of Literacy Studies, and Regents’ Professor), this book comments on promises and challenges of game-based learning in twenty-first century classrooms. If you are looking to innovate your classroom with playful and gameful learning practices, then Game-Based Learning in Action is for you!

The real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses our connections to popular culture and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals, and change-makers who want to encourage creative, participatory, and playful approaches to thinking about the future. This book shares examples and models from the authors’ work in diverse communities. It also provides a step-by-step guide to their workshops with the objective of making their approach accessible to all interested practitioners. The tools are adaptable to a variety of local contexts and can serve multiple purposes from community and network building to idea generation and media campaign design by harnessing the expansive capacity for imagination within all of us.