Situated Learning: Legitimate Peripheral Participation
1991 · Cambridge University Press · 10.1017/CBO9780511815355
Overview
A situated-learning account of newcomers' participation in practice.
Core Question
How do newcomers learn through participation in a practice?
Central Argument
Learning is examined through legitimate peripheral participation in situated social practice.
Theoretical Contribution
Anchors legitimate peripheral participation and situated learning for Communities of Practice.
Theory Relationships
- Communities of Practice — founding text
Reading Focus
- Examine access, legitimacy, and consequential participation.
- Do not assume a universal novice-to-expert progression.
Legal Access Path
- Open the authoritative bibliographic record — Use the linked publisher, DOI, university, journal, library, or institutional record to locate lawful access through a library or the rights holder.
Sources & verification
- VerifiedThe linked record verifies this work's bibliographic details and lawful access route. — Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
- Editorially ReviewedThe central argument, theoretical contribution, relationship, and reading emphasis are bounded Syntag editorial syntheses, not quotations or claims of universal consensus.
- Research GuidanceReading priorities should be adapted to the research question, prior knowledge, access, and disciplinary guidance.
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