The Study
Professor Carol Sue Englert and Ruth Berry and KaiLonne Dusmore, who were doctoral students at the time, examine in this article the nature of the apprenticeship relationship within two students' social interactions in the context of writing a collaborative report about an informational topic.

Findings
The authors begin by pointing out that the research has found that literacy acquisition occurs through the apprenticeship of learners in the social practices of the community. But recently some have questioned the apprenticeship metaphor, recommending that more attention be paid to the learner's potential role in influencing the nature of instruction he or she receives. Some researchers have also suggested that the role of peers is a valuable source of learning. The MSU researchers provide the case studies of two special education students in a K-2 classroom as a way to understand the nature of the learner's participation in an apprenticeship process, and to what extent does the learner negotiate the learning experience through his talk and action. The researchers examined written artifacts and transcripts of discursive interactions, and found that collaborative contexts offered unique participatory spaces that allowed the students to use their knowledge in ways that exceeded their independent competence. Of note, too, was that the study revealed students' active and constructive role, refuting perceptions that most students with disabilities are passive learners in the teaching-learning process.

What It Means To You
One implication in this study of the classroom is that peer collaborations can be important and meaningful in creating successful literacy apprenticeships, as well as providing teachers with greater insight into the developmental progress and literacy potentials of their students. To what extent do teachers in your district use peer collaborations?

For More Information
Englert, C.S., Berry, R. & Dunsmore, K. (2001). A case study of the apprenticeship process: Another perspective on the apprenticeship and the scaffolding metaphor. Journal of Learning Disabilities, 34(2), 152-171.

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