Research The project covers numerous areas of research, and we anticipate our findings to be shared with various communities. One of our aims is to develop a model of practice to present to both teachers and policy-making bodies. We will be holding seminars and a teacher training day to disseminate information to these communities. Further research into topics such as informal learning, computer games and education, media production, and new literacies will be shared with appropriate communities (academics, research bodies, educators) through conference talks and journal publications. Final Report of the Project A description of the activities, findings and outcomes of the project. [ Download Paper (PDF) ] Sefton-Green, J. (2003) ‘Informal Learning: Substance or Style?’ Teaching Education 13:1. The paper investigates the nature of informal learning through a study of children’s (age 9-13) use of chatrooms and in a computer games class in an out-of-school-centre. The paper discusses contemporary policy interest in the concept but argues that it loses value for educationalists except as ‘critical lens’ to explore formal learning. Key elements of informal learning are dissected and close analysis of children’s’ talk in informal learning situations is analysed in terms of its pedagogic structure. [ Download Paper (PDF) ] Sefton-Green, J. and Willett, R. (2003) ‘Living and Learning in Chatrooms (or does informal learning have anything to teach us?)’ Éducation et Sociétiés vol. 2. This paper looks at the learning experiences taking place as 4 girls, age 10– 13, engage in a chatroom (Habbohotel.com). The paper shows how the girls are playfully taking risks, experimenting and negotiating meaning as they engage with discourses around pre-teenage girls. [ Download Paper (PDF) ] Willett, R. (2003) ‘New Models for New Media: Young people learning digital culture’ Medienpädagogik 4. The focus of this article is on a computer games making course for young people age 9 – 13. The article looks specifically at issues around technology and pedagogy. Questions are raised about types of software used with this age range, and the article includes a discussion of the models of learning which describe young people’s interactions with digital cultures. [ Download Paper (PDF) ]