ISLS 2026
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ICLS ✕ Sociocultural & Activity-Theory Frameworks ✕ Clear filters
Tuesday, June 16 · 10 sessions

2:30 PM

6 options scroll
Short Paper · ALP 1100

Collaborative learning with sociocultural considerations

Short papers on collaborative learning shaped by cultural and social context, from board-game redesign grounded in distributed cognition and culturally relevant pedagogy to belonging for minority computer science students. Several examine partnership-based work, including student-AI problem-solving, cross-disciplinary mentorship, and a 16-year Japanese lesson-study RPP.

Sociocultural & Activity-Theory Frameworks in a talk
5 talks
Long Paper · ALP 2600

Communities and Contexts

Long papers examining learning across communities and contexts, from high schoolers cultivating future-oriented identities to digital accountability in new-teacher mentoring dialogue. Additional work probes youth authority in environmental engineering curriculum co-design and reconceptualizes psychometrics to treat context as intrinsic to learning.

Sociocultural & Activity-Theory Frameworks in a talk
4 talks
Symposium · ALP 2nd Floor Rear

Mentorship Approaches for Establishing Communities of Practice in Constructionist Learning Spaces

A structured poster symposium on how mentorship, often peer and near-peer, supports communities of practice within constructionist learning spaces where learners create artifacts together. Drawing on diverse implementations and contexts, it considers what mentorship means, the forms it takes, and its benefits.

Sociocultural & Activity-Theory Frameworks
Long Paper · ALP 3600

Play and Games

Long papers on play, games, and young children's mathematics, including how kindergarteners negotiate teacher-designed playworlds and how teacher-child tensions during math play become sites of learning. Other talks present a three-prong framework for theory-based math games and the design of transformational games for socio-ethical reasoning about generative AI.

Sociocultural & Activity-Theory Frameworks in a talk
4 talks
Long Paper · ALP 3610

Dialogue and Collaboration

Papers on dialogue and collaboration across varied settings, including relational attunement in making, medical students shifting from cooperation to true collaboration, and parents revoicing to guide children's computational thinking. Further talks examine how language shapes access to tools and how productive confusion unfolds during VR collaboration.

Sociocultural & Activity-Theory Frameworks in a talk
5 talks

4:30 PM

4 options scroll
Short Paper · ALP 1120

Agency, Equity, and Social Justice in Learning Sciences

Short papers on agency, equity, and social justice in learning, including epistemic engagement in multilingual science, rule-breaking as a design affordance, and frameworks for hands-on open science in K-5. Other talks trace racialized assemblages in AP biology, recognition for minoritized STEM instructors, and infrastructuring for climate justice in making.

Sociocultural & Activity-Theory Frameworks in a talk
6 talks
Long Paper · ALP 2200

Activity System Structures and Shifts

Using activity theory and CHAT, these papers trace how learning systems shift and are structured across out-of-school STEM, district AI capacity-building, classroom makerspaces, and medical simulation. Threads include brokering family engagement, peer networks for K-12 AI, student-driven sociocultural change, and epistemic justice in standardized-patient training.

Sociocultural & Activity-Theory Frameworks in a talk
4 talks
Long Paper · ALP 2600

Noticing Learning

Long papers on teacher noticing and learning, including curriculum routines that mediate tensions with a collaborative AI agent and a critical look at the politics of what counts as noticing. Other talks frame teacher learning across the multiple rhythms of learning ecologies and use speculative interaction geography to imagine embodied interactions beyond AI prediction.

Sociocultural & Activity-Theory Frameworks in a talk
4 talks
Long Paper · ALP 3610

Teacher Learning and AI

Four papers examine how teachers develop AI literacy and capacity, from an activity-theoretical study of why educators disengage from building AI agents to Knowledge Building professional development through design thinking. Other talks propose a socio-cognitive framework for K-8 AI literacy and analyze shared epistemic agency when teachers co-plan AI-integrated lessons with generative tools.

Sociocultural & Activity-Theory Frameworks in a talk
4 talks