Knowledge-building

Karl Maton is Professor of Sociology and Founding Director of the LCT Centre for Knowledge-Building at the University of Sydney, Australia, and Visiting Professor at Rhodes University, South Africa.Susan Hood is Associate Professor at the University of Technology, Sydney, Australia.Suellen Shay is Associate Professor at the University of Cape Town, South Africa.

"...a generous, challenging and generative contribution to research into education and society that provides invaluable insights, ideas and tools for enactment… the book offers useful tools for change to both researchers and educational practitioners alike … Even if readers of this volume are new to LCT research and theory, they will be able to make sense of the theory and how it has been enacted in the studies"Sherran Clarence, Rhodes University, South Africa"The book offers insight into an astonishing way of analyzing and building knowledge about knowledge and its practices in different contexts … one of the most promising theoretical framework for analyzing knowledge practices … a great example of using the theory in research. … It is also a great introduction to research design using LCT, which overcomes the dichotomy between theory and practice."Marcin Boryczo, University of Gdansk, Poland "[T]he book's scope and contents make it a valuable resource for English teachers and researchers. It is an excellent primer… for either action research or academic research projects. The value of Knowledge-Building is that is demonstrates many of the research tools that are needed to discover the answers … [to] questions which need to be addressed if we are to better enable English language learners to be academically successful and to integrate more successfully into English speaking cultures"Richard Ingold, Navitas English, Sydney, Australia

• List of illustrations List of contributorsAcknowledgementsChapter 1 Legitimation Code Theory: Building knowledge about knowledge-buildingKarl MatonPART I - A PRACTICAL THEORY: PUTTING LCT TO WORK Chapter 2 LCT in Qualitative Research: Creating a translation device for studying constructivist pedagogyKarl Maton and Rainbow Tsai-Hung ChenChapter 3 LCT in Mixed-Methods Research: Evolving an instrument for quantitative dataKarl Maton and Sarah K. HowardChapter 4 LCT in Praxis: Creating an e-learning environment for informal learning of principled knowledgeKarl Maton, Lucila Carvalho and Andy Dong Chapter 5 LCT and Systemic Functional Linguistics: Enacting complementary theories for explanatory powerKarl Maton, J.R. Martin and Erika MatruglioPART II - KNOWLEDGE-BUILDING IN EDUCATION AND BEYOND: STUDIES USING LCTChapter 6 Ethnographies on the move, stories on the rise: Methods in the humanities Susan HoodChapter 7 Enabling knowledge progression in vocational curricula: Design as a case studySuellen Shay and Diane SteynChapter 8 Secondary school English literary studies: Cultivating a knower codeFrances ChristieChapter 9 Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamicsHelen GeorgiouChapter 10 Musicality and musicianship: Specialization in jazz studiesJodie L. MartinChapter 11 Knowledge and knowers in tacit pedagogic contexts: Freemasonry in FranceCélia PouletPART III - RESOURCES FOR KNOWLEDGE-BUILDINGChapter 12 Starting points: Resources and architectural glossaryKarl MatonReferencesIndex