Making the 4Ps as Important as the 4Rs

Autor/in	Anderson, Theresa Dirndorfer
Titel	Making the 4Ps as Important as the 4Rs
Quelle	In: Knowledge Quest, 42 (2014) 5, S.42-47 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-9046
Schlagwörter	Creative Activities; Creative Development; Creativity; Innovation; Classroom Techniques; Educational Practices; Metacognition; Librarians; Library Role; Educational Change; Change Strategies; Sequential Approach; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Kreativität; Klassenführung; Bildungspraxis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Librarian; Bibliothekar; Bibliothekarin; Bildungsreform; Lösungsstrategie; Schrittfolge
Abstract	In this article author Theresa Anderson asserts that even if little agreement has been reached about how to go about doing so, nurturing the creativity of students is increasingly recognized as important for their learning and for their overall participation in the dynamic future worlds they will inhabit as adults. They will need to be creative, innovative, anticipatory, and imaginative about what might emerge. While an awareness of technical elements is still important, other qualities characteristic of nurturing the transmedia literacies of young learners takes on enormous significance in the participatory culture characteristic of this digital age. As young learners appropriate new digital tools, the expressions of their ideas take forms that can almost instantaneously be shared with global networks and kindred spirits. Never far removed from these conversations about digital literacies and participatory culture is the use of the term "creativity." Herein Anderson describes how she developed the 4P heuristic. In exploring the anthropology of creativity, the driving concern of her investigation has been a desire to understand how ideas and creative insights take hold and ultimately flourish. The four Ps (plan, play, pressure, and pause) emerged as a way of representing the characteristics of creative and innovative cultures witnessed in her ongoing ethnographic explorations of academics, students, and creative practitioners. Modeled loosely on phases of physical states of matter (solid, liquid, gas/vapor, and plasma constituting everyday fundamental forms), the "phase state" is a useful metaphor for imagining creative thinkers' movement from one phase to another in response to local conditions, much like physical matter that moves from one phase state to another, even though the matter remains recognizable. When the conditions are right, phase states can also coexist without conflict. Anderson argues that all four of the phase states represented in the 4P heuristic are essential for fostering and sustaining creativity. She concludes that professional educators have opportunities to step in and help their students develop the creative literacies needed to engage with information in ways represented within each of the phase states presented in this article. The goal should be to find ways to help learners engage with each of these four Ps so they can carve out the time and space they need to be at their creative and inventive best in whatever situations they face now and in the future. (ERIC).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10