
Contents
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Introduction Introduction
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Musical Learning and PLNs Musical Learning and PLNs
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Cultivating a Network of Musical Learning Resources Cultivating a Network of Musical Learning Resources
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When, Where, and How: Musical Learning and Social Media When, Where, and How: Musical Learning and Social Media
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Participatory Cultures and Music Learning Participatory Cultures and Music Learning
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Social Media and Teaching and Learning Social Media and Teaching and Learning
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Fostering an Interactive Learning Environment Fostering an Interactive Learning Environment
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Interconnected Landscapes for Music Learning Interconnected Landscapes for Music Learning
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Personally Relevant Networks for Music Education Personally Relevant Networks for Music Education
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Strategies for Music Educators: PLNs for Music Learning Strategies for Music Educators: PLNs for Music Learning
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Issue #1: Influx of and Changing Musical Resources Issue #1: Influx of and Changing Musical Resources
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Suggestions Suggestions
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Issue #2: Expanding the Space for Professional Development Issue #2: Expanding the Space for Professional Development
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Suggestions Suggestions
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Issue #3: Cultivating an Educationally Relevant Network Issue #3: Cultivating an Educationally Relevant Network
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Suggestions Suggestions
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Conclusion Conclusion
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References References
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18 Cultivating Meaningful Personal Learning Networks in an Era of Multimodal and Globalized Music Learning and Education
Get accessDeanna C. C. Peluso is an associate faculty member at City University of Seattle, and a research affiliate with MODAL Research (Multimedia Opportunities, Diversity and Artistic Learning). Her research aims to provide a comprehensive picture of how youth engage in musical and, more broadly, creative learning experiences during their daily lives, while fully utilizing multimodal mediums (e.g., social media and mobile devices) to express themselves. Dr. Peluso’s research interests focus on the ever-changing digital landscape and flourishing of innovative learners, and, more specifically, on how young people digitally and socially connect, foster self-directed learning associated with informal practices, and harness the potential and affordances of multimodal meaning making using technologies within a culture of global knowledge transfer. Some of her recent publications include chapters in the Creativities in Higher Music Education: International Perspectives and Practices, in the Canadian Music Educators’ Association (CMEA) Research to Practice Series, Music and Media Infused Lives: Music Education in a Digital Age, and in the British Journal of Educational Technology. Her work has been presented at numerous international conferences, ranging in scope from music education to media literacy.
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Published:08 October 2020
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Abstract
A continual ebb and flow of technological progressions provide diverse contexts in which music learning, participation, and education can occur. Youth are deeply immersed within a culture of globalized and multimodal knowledge-sharing, through which music learning occurs within formal, nonformal, and informal contexts, both in the physical and online worlds. These interconnected environments provide learners with a diverse collection of tools and resources that enable them to take charge of their own musical learning. Further, they can connect and share with other learners, educators, and experts through their own digitally mediated personal learning networks (PLNs). In these PLNs, extensive repertoires of formal music education combined with informal music learning practices that provide self-directed forums for musical experiences can enable music learners to flourish and adapt to globalized and diverse contexts. Learners cultivate, in their own personally relevant ways, networks of musical knowledge by drawing on the resources and tools available both on- and offline. By examining PLNs supported by multimodal social media resources as well as online forums for sharing and exploring music knowledge, this chapter presents practical examples and applications to inform music educators and classroom practices.
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