Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

van Aalst, Jan

The treatment of the knowledge-creation model in the framework marks a departure from the extant literature. Bereiter and Scardamalia focus on ideas as improvable objects and the socio-cognitive and epistemic dynamics of improving them, as though that could happen without regard for the social context (Bereiter and Scardamalia 2003; Scardamalia 2002; Scardamalia and Bereiter 2006 ). In the framework described here, the recommended use of design-mode discourse over belief-mode discourse, a distinction valid for the epistemic work of improving ideas but not for the additional work needed to prioritize goals, ensures that new ideas diffuse throughout the community and possible advances in knowledge are evaluated. One of the most apparent differences between examples of knowledge construction and knowledge creation is the discourse by which this additional work is achieved. Paying more attention to the social context in which knowledge creation occurs is not only important for an adequate portrayal of knowledge creation for students, but it also reflects the conditions in classrooms. Recently, interest in these aspects of knowledge creation has been mounting. Bielaczyc (2006) develops a social infrastructure framework that emphasizes culture and practices, and Hakkarainen (2009) introduces the notion of "knowledge practices" to combine epistemic and social practice elements of knowledge creation. It is hoped that the framework described here will stimulate further research to clarify the relationship between explanationoriented discourse, argumentation, and the advancement of collective knowledge.