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The right to share the social heritage of a nation is an element of citizenship closely associated with education. Social heritage is understood as the negotiation of understandings within a dialectical understanding of social practice across multiple timescales. In this paper the meaning-making practices of one young child concerned with beavers as symbols of Canada is studied, using the Day in the Life methodology, across two encounters in one day, the first in "mat-time" at a kindergarten and the second at afternoon tea with her family. The teacher's careful orchestration of the event is analysed, and elements of her structuring of heteroglossic discourses identified. The young girl demonstrates close attention to certain complexities in her subsequent family dialogues and expands her narrative with imagined additional elements. The paper contributes to our understanding of bridging between the early development of academic discourse registers and home-based narratives. Methodologically, a contribution is made to consideration of processes of transcription, for analytic and dissemination purposes. In conclusion, deepening linguistic ethnography through the use of multimodal methods, we find complex layers of representations and practices in the negotiation of citizenship through daily life routines.

Over a 13-month period, the Schome Park Programme operated the first "closed" (i.e. protected) Teen Second Life project in Europe. The project organised diverse educational events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project's virtual island, a technically challenging task for beginners. This paper studies the records of one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional challenges. We analyse the following: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning and the value of humour in fostering a learning community. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis. (Contains 5 figures and 4 notes.)

Considers aspects of talk into telephones by young children in play. Examines expression of the incorporation of recognition of another's perspective, a movement towards recontextualization of language from the primary conversational contexts of joint environment, and experiences reflected in face-to-face talk on here-and-now topics with familiar interactants. (Author/VWL)