Erica Rosenfeld Halverson

Erica Rosenfeld Halverson
University of Wisconsin–Madison | UW · Department of Curriculum and Instruction

PhD

About

41
Publications
42,357
Reads
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1,800
Citations
Introduction
Erica Rosenfeld Halverson is a Professor of Curriculum & Instruction at the University of Wisconsin-Madison. Her research explores how people learn in and through the arts. http://learninginthemaking.org
Additional affiliations
September 2006 - present
University of Wisconsin–Madison
Position
  • Professor (Associate)

Publications

Publications (41)
Article
Purpose The purpose of this study is to understand how learners describe their experiences with short-term, introductory maker experiences and to test a method for assessing learners’ experiences authentic to short-term learning. Design/methodology/approach The authors collected written responses from participants at a two-day event, STEM Center L...
Article
The maker movement has found a home in public libraries. Field leaders including public libraries in Chicago, Chattanooga, Houston, Louisville, and Toronto have built robust makerspaces, developed maker programming for a diverse range of patrons, connected community experts with library users for the purpose of sharing information, and fostered com...
Conference Paper
Live-coding is an approach to teaching programming by writing actual code during class as part of the lectures. In a live-coding session, the instructor thinks aloud while writing code and the students are able to understand the process of programming by observing the thought processes of the instructor. In our study, we conducted a live-coding ses...
Technical Report
Full-text available
The cyberlearning community in the United States brings computer scientists and learning scientists together to design and study innovative learning technologies. The Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology highlights examples of the exciting work our community is engaged in as we integr...
Article
Full-text available
In this article, we introduce the case of a makerspace program that provides a systemwide approach to making rather than a singular face-to-face or online place. This makerspace, called Bubbler, extends across a public library system of a mid-sized Midwestern city (Madison, Wisconsin) and incorporates nine neighborhood libraries and numerous commun...
Conference Paper
Full-text available
While here is ample research on how youth are connected in online spaces and how youth participate online via sharing and reviewing artifacts, yet less is known about how these social connections and contributions emerge, especially in the context of physical making and what can they contribute to learning and assessment. Thus, our symposium primar...
Article
Full-text available
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...
Article
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 practi...
Book
Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to histor...
Article
Full-text available
Young peoples' creative production combines such activities as analysis of existing forms and genres; participation in processes including drafting, journaling, and modeling; sustained work on a particular idea; and mentor critique. In our work with a variety of settings, we have found that young artists' progress depends on their engagement in all...
Article
The making of art creates possibilities for youth to simultaneously learn about what is being represented and develop their own identity in relation to the representation and how it is accepted or reacted to by others. Each paper will present a different case of students making art, how the process that they engaged in afforded different learning o...
Chapter
In this chapter, we review research on how people learn disciplinary knowledge and practice in the arts. Learning in the arts is distinct from the other subjects discussed in this handbook (math, science, history, and literacy) for three core reasons. First, the arts are centrally a representational domain and learning in the arts involves becoming...
Article
Full-text available
In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills...
Article
Full-text available
In this article, the authors unpack a first-year college seminar where students explored digital representations of self-afforded pedagogies of possibility for traditionally marginalized student populations, specifically students of colour and first-generation college goers. An artefact analysis model is used to trace the relationship between the d...
Article
Full-text available
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-devel...
Article
Full-text available
The learning sciences distinguish itself as a field within education research by their attention to how insights about the cognitive and sociocultural nature of thinking and learning can be applied to the design of learning environments. As a learning scientist, an artist, and a digital media scholar, I am drawn to questions of how to design spaces...
Article
Full-text available
We sought to understand whether digital media production in the freshman college classroom could afford students the opportunity to engage with identity. Specifically, students were tasked with producing autobiographical radio documentaries in the style of This American Life. We used the development of metarepresentational competence (MRC) as our m...
Article
Full-text available
In order to understand and design learning environments that support new literacies, we must develop methods to describe the creative production of literacy artifacts. In this paper, we describe bidirectional artifact analysis, a framework that employs ethnographic observations of participants in situ, interviews over time, and the artifacts they c...
Article
Full-text available
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...
Article
Background/Context Researchers have begun to document and understand the work youth do as they compose in multiple media including video games, online virtual worlds, participatory fan cultural practices, and in the digital media arts. However, we lack mechanisms for analyzing the products, especially when it comes to understanding the relationship...
Article
Full-text available
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...
Conference Paper
Full-text available
Design provides a unifying metaphor for describing research across fields of education. We propose a design framework as a visual and cognitive representation to unify the discourse of educational researchers, instructional designers, teachers, and policy makers by providing a common vocabulary of practice. An artifact-based design perspective illu...
Article
Full-text available
Educators must consider how learning environments can structure experiences to produce desired learning outcomes. In this paper, the author describes one type of learning environment where youth have the opportunity to construct adaptive, emergent identities--a "dramaturgical" process that structures the telling, adapting, and performing of persona...
Conference Paper
Full-text available
In this article I bring artistic production into the learning sciences conversation by using the production of representations as a bridging concept between art making and the new literacies. Through case studies with 4 youth media arts organizations across the United States I ask how organizations structure the process of producing autobiographica...
Conference Paper
We begin our discussion of a unifying framework by defining education as design for learning. By understanding education in terms of designs to influence learning, educational research then becomes about the development, implementation, and study of artifacts that influence learning. Seen from this perspective, educational research necessarily draw...
Article
Full-text available
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development plays in constructing learning environments for traditionally marginalized youth. While I agr...
Article
Full-text available
In this article the authors explore the relationship between concepts of identity and the purpose, process, and products of youth media arts organizations. Since the explicit mission of these organizations is to work with adolescents to explore and represent identities, the authors develop our understanding of how organizations conceptualize identi...
Article
Full-text available
The study of learning environments that support positive youth development is a growing field in the United States. In this article, I describe one type of learning environment where youth have the opportunity to construct adaptive, emergent identities, arts-based youth organizations. Within these organizations, youth participate in the dramaturgic...
Article
Full-text available
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...
Article
Full-text available
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 practice...
Conference Paper
In this paper, I describe participation in reality television online communities as a case of "cultural convergence" (Ito, in press; Jenkins, 2006) across "old" fan fiction and "new" online community practices. The ways in which reality TV fans engage as media producers parallels the ways in which researchers who study other new media such as video...
Article
Full-text available
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" (Côté & Levine, 2002) as the model for a positive developmental trajectory. LGBTQ youth face more extreme developmental challenges than most mainstream youth, su...
Article
This paper explores the relationship between narrative and identity as an active learning site for adolescents to construct public identities. Through research with About Face Youth Theatre, I explore the process of transforming personal narratives into public performance pieces by focusing on how identities change over time between the original te...
Article
Presentation for the Symposium for Teaching and Learning Excellence, University of Wisconsin-Madison, 26 February 2009.
Article
The purpose of this study is to understand the process of telling, adapting, and performing personal stories as a venue for adolescent identity exploration within the context of a complex literacy practice. I aim to understand how narrative and performance-based learning environments facilitate the exploration and construction of positive identitie...

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Projects (3)
Archived project
In order to understand and design learning environments that support new literacies, we must develop methods to describe the creative production of literacy artifacts. In this paper, we describe bidirectional artifact analysis, a framework that employs ethnographic observations of participants in situ, interviews over time, and the artifacts they create to trace young peoples’ creative production practices. While typical descriptive analyses move forwards, we move bidirectionally—from final product backwards and from initial idea forwards—to better understand participants’ learning processes and the role of social, collaborative audiences in that learning.