Appropriation of knowledge is the process of constructing knowledge from social and cultural sources, and integrating it into pre-existing schemas.[1] It is a developmental process that comes about through socially formulated, goal-directed, and tool-mediated actions.[2] Appropriation draws on the developmental theories of Piaget and Vygotsky, as both the cognitive and social-constructivist views of learning are equally emphasized.[3] Henry Jenkins, discusses appropriation as "the ability to meaningfully sample and remix the content(s)"[4] of our culture for new expressive purposes. Jenkins noted that many literature classes in schools are embracing appropriation. A common example of appropriation at its finest is Ricardo Pitts-Wiley's "Moby-Dick: Then and Now", a contemporary reworking of Herman Melville's Moby-Dick narrative. Fundamental to appropriation is the idea that knowledge is socially constructed and that the student plays an active role in its construction.[5] Appropriation has occurred when the student has adapted the information in a way that is meaningful to them and they can use the knowledge as their own.[6]
^Billett (1998), Johnson et al (2003)
^Cook et al (2002), Grossman et al (1999)
^Billett (1998)
^Jenkins, Henry. "Multiculturalism, Appropriation, and the New Media Literacies". Henry Jenkins. Archived from the original on 22 January 2013. Retrieved 19 February 2013.
^Cook et al (2002), Grossman et al (1999)
^Cook et al (2002), Grossman et al (1999), Johnson et al (2003)
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