1.1.3. Social Practice

Grounding social learning in the real-world contexts (e.g., TD coproduction efforts) in which it unfolds is one way of bringing clarity to the concept. While TD coproduction offers a potential, site and mechanism for social learning, such learning is not inevitable solely on the basis of the convening of some actors. Both material and nonmaterial elements play an important role in whether and how social learning may (or may not) transpire, and this is where a social practice lens is helpful for illuminating such components and their interactions. Through this lens, TD coproduction is seen as a practice comprised of enmeshed materials, skills and meanings [32]. Materials, for instance, objects, infrastructures, tools and the body itself, are tangible elements or entities utilized in the practice [32]. Skills, which are learned through doing and stored in the body and as mental routines, consist of know-how; competences; and ways of feeling, appreciating and doing as well as inherently shared

notions of what is (and is not) good, normal, acceptable and appropriate [33]. Meanings (and images) are concepts, constructs or ideas that are shared socially and provide social and symbolic significance of participation in the practice at any one moment [32]. Meanings hinge on and inform norms, values and ideologies [34]. Collectively, all three practice elements shape one another as well as the contexts in which they are used [35,36].

Bathing, cooking and driving are examples of common practices that combine materials, skills and meanings and that have been given much attention in the social practices literature. Through this lens, the social is conceptualized as a dense and mutable fabric of entangled practices that perpetually transform as skills, materials and meanings change. Following this notion, society's spatial and temporal rhythms are tied to the emergence, diffusion, decline and disappearance of practices [37]. Conceptualizing TD coproduction efforts in this way, which surfaces their material and cultural dimensions, offers a system of identifying and interpreting social phenomena [38] that is particularly valuable in determining the manner in which social learning unfolds.
