This study builds on views of identity as jointly accomplished stories about people expressed through interpersonal relations as they participate in learning communities. Specifically, we suggest a framework that introduces the notion of identity artifacts – Shared resources in the public sphere about participants' lives. We analyzed a blended, humanistic learning community in a graduate setting that included specially designed person-centered activities to facilitate closer interpersonal relationships. We found 2640 identity artifacts, collected from 14 participants, which were organized into a five-staged framework. We use these to describe the role the artifacts played in the transforming participation of the students in the community. We include an extended example of a student to elucidate how this process occurs. This research advances our understanding of the connection between people's interpersonal relations and their learning practices, and suggests an approach to online pedagogies in higher education that can foster robust learning communities

本研究建立在身份观点的基础上，即当人们参与学习社区时，通过人际关系表达的共同完成的故事。具体来说，我们提出了一个框架，该框架引入了身份工件的概念——公共领域中关于参与者生活的共享资源。我们分析了研究生环境中的混合人文学习社区，其中包括专门设计的以人为本的活动，以促进更紧密的人际关系。我们发现了 2640 个身份工件，从 14 名参与者那里收集，它们被组织成一个五阶段的框架。我们用这些来描述人工制品在改变学生参与社区的过程中所起的作用。我们包括一个学生的扩展示例，以阐明此过程是如何发生的。