Editing Situated cognition (section)

===Learning===
Since knowing is rooted in action and can not be decontextualized from individual, social, and historical goals<ref name="br2006" /> teaching approaches that focus on conveying facts and rules separately from the contexts within which they are meaningful in real-life do not allow for [[learning]] that is based on the detection of invariants. They are therefore considered to be impoverished methods that are unlikely to lead to transfer. Learning must involve more than the transmission of knowledge but must instead encourage the expression of effectivities and the development of attention and intention<ref>Young, 2004b</ref> through rich contexts<ref>Cognition and Technology Group at Vanderbilt, 1990</ref> that reflect real life learning processes.<ref name=":0" />

Learning, more specifically literacy learning is affected by the Internet and other communication technologies as also evidenced in other segments of society. As a result of this, youth are recently using affordances provided by these tools to become experts in a variety of domains.<ref name="Gee, 2010">Gee, 2010</ref> These practices by youth are viewed as them becoming "pro-ams" and becoming experts in whatever they have developed a passion for.<ref>Anderson, 2006; Leadbeater & Miller, 2004</ref>