"Sociocultural learning theories have deep roots in a reconceptualization of cognition pioneered by Lev Vygotsky, whose early work on the social nature of learning set in motion several streams of sociocultural work.
The first of these, generally referred to as activity theory or, regarding earlier lines of work in Russia, as cultural‐historical activity theory, and investigates the relationship between individual action and collective activity, initially through studies of children’s play and school settings and later in work settings.
A second stream concentrates instead on the social mediation of individual action, specifically through cultural and historical artifacts. As elaborated in the work of James Wertsch and others, individuals 'internalize' aspects of the culture (e.g., language, physical tools, and symbols) as they develop and learn.
A third stream takes work practice as its central focus. Here, learning is defined as the ways in which individuals and communities gradually transform their practice through the ongoing negotiation of meaning" (Knapp, 2008, p. 527).
The first of these, generally referred to as activity theory or, regarding earlier lines of work in Russia, as cultural‐historical activity theory, and investigates the relationship between individual action and collective activity, initially through studies of children’s play and school settings and later in work settings.
A second stream concentrates instead on the social mediation of individual action, specifically through cultural and historical artifacts. As elaborated in the work of James Wertsch and others, individuals 'internalize' aspects of the culture (e.g., language, physical tools, and symbols) as they develop and learn.
A third stream takes work practice as its central focus. Here, learning is defined as the ways in which individuals and communities gradually transform their practice through the ongoing negotiation of meaning" (Knapp, 2008, p. 527).