Abstracts - Earli

other domestic activities. At the same time, it provides parents and children with the chance ofcommunicating, topicalizing child’s responsibility and commitment to the school tasks; bymotivating children to personally commit to the task and deeply understand its requirements,parents stress the importance of the school education as a resource for constructing understanding,competence, and self-improvement. Results are, then, discussed with regard to the construction ofa shared framework on education between home and school.Literacies within family lifePål Aarsand, University of Linköping, SwedenEmma Abrahamsson, University of Linköping, SwedenKarin Aronsson, University of Linköping, SwedenFamily life is an arena where the members recurrently engage in informal learning and teachingpractices. Such practices involve distinct types of participation: e.g. as informal apprentices or asmasters (Rogoff, 1990; Vygotsky, 1978). Recently, research has shown that informal learning mayoften involve collaborative learning as in informal communities of practice (Lave & Wenger,1991). The present paper explores two types of family practices that involve elements of informallearning: computer gaming practices and bedtime story telling. In both cases, family membersengaged in collaborative efforts that involved literacy related knowledge that was new to one ormore participants. The present work is based on video recordings from an ethnography ofeveryday life conversations and social interaction in Swedish middle class families (within a largerstudy of families in three sites: Italy, Sweden and USA). The analyses concern computer gamingand bedtime storytelling practices within both sibling interactions and intergenerationalencounters. Methodologically and theoretically, the present paper tries to situate informal learningwithin language socializing practices that draw on a detailed study of talk-in-interaction (c.f.Goodwin, 2002; Goodwin, Goodwin & Yaeger-Dror, 2002; Ochs, 1992; Pontecorvo, Fasulo &Sterponi, 2001).O 1401 September 2007 08:30 - 10:30Room: 0.99SymposiumFrom dialogical to trialogical learning:Knowledge practices in highereducation and teacher trainingChair: Sarah Schrire, Hebrew University of Jerusalem, IsraelOrganiser: Sarah Schrire, Hebrew University of Jerusalem, IsraelOrganiser: Minna Lakkala, University of Helsinki, FinlandDiscussant: Paul Kirschner, Utrecht University, NetherlandsDiscussant: Charles Crook, University of Nottingham, United KingdomThe presentations in this symposium examine various aspects of trialogical learning, an approachthat emphasizes knowledge creation, and the object-oriented and mediated nature of humanactivity. Sfard (1998) has proposed two metaphors for learning: the acquisition (monological)metaphor that sees knowledge as something that one "has" or does not have, and the participative(dialogical) metaphor, which highlights the social nature of knowledge. The trialogical model,– 804 –