ABSTRACT
Building on the theory of islands of expertise developed by Crowley and Jacobs (2002), in this paper I develop the concept of epistemic frames as a mechanism through which infusion environments can help students use experiences in one context to help them deal with new situations. I describe epistemic frames as the ways of knowing, of deciding what is worth knowing, and of adding to the collective body of knowledge and understanding of a community of practice (Lave & Wenger, 1991). I use data from two design experiments to extend the concept of islands of expertise, showing how the ability of students to incorporate epistemic frames into their identities suggests a mechanism through which infusion experiences and other rich learning contexts may support activity in novel situations.
