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Since the 1990s we have seen an increase in consideration of social and cultural aspects of learning as a way to foster organizational learning and human performance. Despite strong interest among practitioners and scholars, the study of organizational learning is lacking in empirical research. The study described here calls attention to the importance of informal learning in designing effective learning environments for the training of professionals. The study examines how people share and construct their knowledge in a Public Defender's Office and conclude that there are six attributes of communities of practice (CoPs) that serve as scaffolding for organizational learning. The attributes are (1) a group of professionals, (2) development of a shared meaning, (3) informal network, (4) supportive culture-trust, (5) engagement in knowledge building, and (6) individuals' negotiation and development of professional identities. Implications for education and training in relation to the concept of CoPs are discussed. (Contains 1 table and 3 notes.)

Despite the strong interests among practitioners, there is a knowledge gap with regard to online communities of practice. This study examines knowledge sharing among critical-care and advanced-practice nurses, who are engaged in a longstanding online community of practice. Data were collected about members' online knowledge contribution as well as motivations for sharing or not sharing knowledge with others. In sum, 27 interviews with members and content analysis of approximately 400 messages were conducted. Data analysis showed that the most common types of knowledge shared were "Institutional Practice" and "Personal Opinion". Five factors were found that helped motivate knowledge sharing: (a) self-selection type of membership, (b) desire to improve the nursing profession, (c) reciprocity, (d) a non-competitive environment, and (e) the role of the listserv moderator. Regarding barriers for knowledge sharing, four were found: (a) no new or additional knowledge to add, (b) unfamiliarity with subject, (c) lack of time, and (d) technology. These results will be informative to researchers and practitioners of online communities of practice.

This article reports a cross-cultural analysis of four Wikipedias in different languages and demonstrates their roles as communities of practice (CoPs). Prior research on CoPs and on the Wikipedia community often lacks cross-cultural analysis. Despite the fact that over 75% of Wikipedia is written in languages other than English, research on Wikipedia primarily focuses on the English Wikipedia and tends to overlook Wikipedias in other languages. This article first argues that Wikipedia communities can be analyzed and understood as CoPs. Second, norms of behaviors are examined in four Wikipedia languages (English, Hebrew, Japanese, and Malay), and the similarities and differences across these four languages are reported. Specifically, typical behaviors on three types of discussion spaces (talk, user talk, and Wikipedia talk) are identified and examined across languages. Hofstede's dimensions of cultural diversity as well as the size of the community and the function of each discussion area provide lenses for understanding the similarities and differences. As such, this article expands the research on online CoPs through an examination of cultural variations across multiple CoPs and increases our understanding of Wikipedia communities in various languages. [ABSTRACT FROM AUTHOR]

The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings suggest that two motives of community involvement––collectivism, and principlism appear to be the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing among teachers within communities of practice mediated by computer networks. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine the role of information technologies (IT) in supporting practice and professional identity formation, both major axes for communities of practice. The article uses an ethnographic case study to understand how public defenders learn to improve their court performance. The concept of “communities of practice” helps to illuminate how the attorneys in a public defender's office share knowledge in order to practice effectively in court. This article presents findings that a community of practice serves as effective scaffolding to support professional development; this is especially true for the practice component. Further, this case study indicates that information technologies, such as listservs, are not very effective social integrators for professionals who work at different sites. In particular, today's IT forums are most effective when used for sharing technical information about work, and least effective for sharing important cultural meanings about how professionals should approach their work and develop professional identities. This research advances our understanding of the complexity of organizing communities of practice to support professional groups of colleagues and of organizing IT-enabled support for various activities of the community. [ABSTRACT FROM AUTHOR]