This fellowship addresses the vital societal and educational challenge of preparing school students to successfully take part in the new knowledge society. The research component will examine students’ identities as knowledge builders as they study human body systems and climate change within fifth-grade classrooms designed as knowledge building communities. The objectives of the research address both theory and practice, aiming to (a) elucidate a conceptual framework on how boys' and girls' identities as knowledge builders grow over time; and (b) impact school implementation by articulating research-based design principles that enhance the development of students’ identities as knowledge builders. By introducing the notion of identity to knowledge building, I will bring together humanistic psychology and the learning sciences, leading to interdisciplinary advancements and practical knowledge about how to design sustainable learning communities using collaborative learning technologies. The outgoing and incoming phases of this fellowship entail close mentoring with two outstanding researchers, both of whom are directors of prestigious national research centres, to serve as supervisors. Together with formal training activities, the engagement of the supervisors in educational innovation created through research-practice partnerships will provide me with an ideal environment for my research goals to actualize. Aided by six short visits during the course of the fellowship with leading international scholars on knowledge building communities, I will create a consortium for European researcher-practice partnerships focused on implementing knowledge building communities, making a vital contribution to the 'Innovation Union'. Altogether, this fellowship will develop my career as an international leader in learning community research and design aiming to address a key societal and educational challenge of the innovation age.