Activity systems analysis methods: understanding complex learning environments, by Lisa C. Yamagata-Lynch

Education and learning systems are complex and fluid environments with multiple players and perspectives. Conducting research within natural settings in these contexts involves a focus on both a manageable unit and a site while still recognizing the complex contextual environment. To understand the change and development in these types of settings, activity theory and activity systems analysis (ASA) have been increasingly used in research within schools, universities and other learning settings. Several other publications in recent years have explored the usefulness of activity theory within education and teacher education research (Arnseth, 2008; Daniels, 2004; Ellis, Edwards, & Smagorinsky, 2010; Feldman & Weiss, 2010; Lee, 2010; Levine, 2010; Roth & Lee, 2007). This research has identified how activity theory provides new tools and approaches for analysing collective activity, interactions within a community of practice and structural change and development. This new book, by Yamagata-Lynch, makes a worthwhile contribution towards the advancement of activity theory as a methodological frame through ASA. Yamagata-Lynch applied activity theory within her dissertation research and over a decade since, in particular exploring the use of activity theory as a methodology to analyse the impact of instructional technology implementation in educational settings. She has drawn upon her own research and practice in this book that aims to address a gap in the literature by providing methodological advice and examples for researchers rather than just reviewing the theoretical literature. Whilst cases included are not all specifically focused on teacher education or educational contexts, educational examples are used and applications are examined throughout. Yamagata-Lynch asserts that researchers using ASA need to understand the concept of mediated action and object-oriented activity, and so it is perhaps worth outlining some of the key features of this theoretical field. Activity theory research is a post-Vygotskian body of work that fits within a cultural–historical paradigm along with other sociocultural theories. It draws on the work of Vygotsky and in particular his notion of mediated action and interactions as central to the development of human consciousness. A version of activity theory known as cultural–historical activity theory (CHAT) has become associated with the work of Engeström in particular, and this builds on the work by others including Leontiev (1978), Wertsch (1981, 1985) and Cole (Cole & Engeström, 1993). Activity theory research identifies human activity as the basic unit of analysis, although it is important to note that mental and internal activity is included here as well as more external physical forms of activity. The components and actions that are identified are often represented by activity triangles, and these are useful for mapping the key components of an activity system. Activity in this sense involves subjects working towards achieving objects and outcomes, through mediated action involving signs, tools and artefacts. Collective activity involves subjects acting as a part of communities, with those actions mediated by rules. For