ABSTRACT
This chapter presents a framework for analysing the requirements for participating as learners in a networked world. It focuses on the concept of situated readiness as a way of describing a specific sensitivity towards resituating and transforming the participatory skills across situations involving dispositions of negotiating socio-epistemic positions and ways of engagement. Ideally, when the student teachers teach dramatic structure theory to the fifth Grade pupils, their knowledge will be transformed and adapted from its detailed, academic peer-to-peer and student-to-teacher concretisation, to accommodate the requirement characteristics of the school class. Systemic positioning is social positioning with regard to the content matter: what each participant is expected and entitled to do. In the context of learning, negotiating systemic positions is the negotiation of what degrees of authority, accountability and skills each participant has in their engagement with the content matter. It thus concerns the participatory roles that participants can take on in relation to one another at the activity-internal level.
