Not just a blip in someone's life: integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures
Not just a blip in someone's life: integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures
复制标题
不仅仅是某人生活中的一个小插曲：将经纪实践融入校外项目中，作为支持和拓展青年未来的一种手段
DOI：
10.1108/oth-05-2016-0026
复制
发表时间：
2016
期刊：
影响因子：
3.2
通讯作者：
K. Peppler
中科院分区：
文献类型：
--
作者：
Dixie Ching;Rafi Santo;C. Hoadley;K. Peppler
目的
这篇文章提出了一个重要的经纪未来的学习机会，青年作为一个非正式学习组织的计划目标的情况。这种中介活动需要采取各种做法，将青年与与他们感兴趣的活动、方案、实习、个人和机构联系起来，在具体方案或活动之外为他们提供支持。中介活动对于刚接触某一感兴趣领域的青年尤其重要：它既帮助他们对信息领域有一个基本的了解，又帮助他们建立一个社会网络，以满足他们在追求各种目标时的需要。该文件旨在说明在非正式环境中进行良好协调的三个关键杠杆：创造学习环境，使青年和教育工作者之间能够建立信任，并使教育工作者能够了解青年的兴趣、需要和目标;注意青年在方案结束后（或不）向教育工作者寻求援助的倾向;并使潜在的经纪人能够有效地为每一个接触他们的年轻人找到适当的未来学习机会。作者还包括一套计划的做法，为供应商谁希望增加他们的经纪人的影响，以及建议主要面向组织领导人。作者希望这篇论文能为经纪人的实践带来清晰和更大的意义，作为一种战略，以支持青年走向有意义的未来。
设计/方法/方式
这里提出的见解是一个参与性的知识建设和共享过程的结果与一个社区的课后提供者被称为Mozilla蜂巢纽约学习网络。讨论的主题是，这些提供者如何在项目结束后继续支持年轻人参加密集的项目方案。本文的作者作为Hive NYC的嵌入式研究合作伙伴，根据人种学实地调查和Hive NYC背景下高中年龄青年的案例研究，为这些讨论提供了见解。
结果
作者阐述了一套经纪实践和一个概念模型，传达了经纪如何可能导致有价值的长期成果的青年，包括增加社会资本。
独创性/价值
其目的是，从这篇文章的信息和观点将告知青年服务的做法，并作为进一步的对话和活动的催化剂，面向促进青年的学习和身份发展的途径。
Purpose
This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering entails engaging in practices that connect youth to events, programs, internships, individuals and institutions related to their interests to support them beyond the window of a specific program or event. Brokering is especially critical for youth who are new to an area of interest: it helps them develop both a baseline understanding of the information landscape and a social network that will respond to their needs as they pursue various goals. The paper aims to describe three critical levers for brokering well in informal settings: creating learning environments that allow trust to form between youth and educators and enable educators to develop an understanding of a young person’s interests, needs and goals; attending to a young person’s tendency (or not) to reach out to educators after a program is over to solicit assistance; and enabling potential brokers to efficiently locate appropriate future learning opportunities for each young person who approaches them. The authors also include a set of program practices for providers who wish to increase their brokering impact, as well as recommendations geared primarily toward organization leaders. The authors hope that this paper brings clarity and enhanced significance to the practice of brokering as a strategy to support youth pathways toward meaningful futures.
Design/methodology/approach
Insights presented here are the result of a participatory knowledge building and sharing process with a community of after-school providers known as the Mozilla Hive NYC Learning Network. The topic of discussion was how these providers might continue to support young people in their intensive project-based programs after the program was over. The authors of this article, acting as embedded research partners to Hive NYC, contributed insights to these discussions based on ethnographic fieldwork and case studies of high-school-age youth in the Hive NYC context.
Findings
The authors articulate a set of brokering practices and a conceptual model that communicates how brokering might lead to valued long-term outcomes for youth, including increased social capital.
Originality/value
The intent is that information and perspectives from this article will inform youth-serving practice and serve as a catalyst for further conversations and activities geared toward promoting youth pathways of learning and identity development.