Review of Michael Johnson, Felicity Healey-Benson, Catherine Adams, and Nina Bonderup Dohn (Eds.). (2024). Phenomenology in Action for Researching Networked Learning

Networked learning (NL) is conceived as ‘processes of collaborative, co-operative
\nand collective inquiry, knowledge-creation and knowledgeable action, underpinned by
\ntrusting relationships, motivated by a sense of shared challenge and enabled by convivial technologies’ (Networked Learning Editorial Collective 2021: 319). Connections for learning are promoted ‘between people, between sites of learning and action,
\nbetween ideas, resources, and solutions, across time, space and media’ (Networked
\nLearning Editorial Collective 2021: 319). Published in 2021, this conceptualisation
\nexpands the long-established defnition of NL as connecting ‘teachers and students,
\nstudents and students, and learning communities to their resources’ (Goodyear et al.
\n2004; see also Jones and Steeples 2002; McConnell et al. 2012). The revised defnition
\nrecognises learning connections that happen beyond formal learning settings. It captures the ethos of NL that prioritises democratic values, inclusivity, diversity (Ryberg
\net al. 2012), educational openness, and social justice (McConnell et al. 2012), spread
\nacross time, space, and media, in dialogic connections (Jones 2004; Jones et al. 2008).