Taxonomy vs Folksonomy

Folksonomies allow for emergent behavior.

The Network would also help to categorize knowledge. Researchers pump out countless ideas about improving single aspects of children’s educational pathways, while successful practitioners keep thinking up successful programs and interventions. These ideas are rarely organized into systemic frameworks that help stakeholders support children’s learning across homes, schools, and neighborhood streets.

DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I'VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents).

LIFTED THIS FROM FORD PROPOSAL TOO Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular locations. Posts will be categorizable along multiple dimensions, allowing Network users to search easily for ideas for serving young people in particular situations (for example, ways of lowering school suspensions for boys of color in cities).