  This study aims to investigate the COINs concept of rotating leadership
within a Knowledge Building context. Individual and group level leadership
patterns in a grade 4 science class were explored through temporal
visualization of betweenness centrality. Results indicate that the student
network was relatively decentralized, with almost all students leading the
group at different points in time. Rotating leadership appears to be an
emergent phenomenon of Knowledge Building, and we suggest that it has the
potential to be an indicator of collective cognitive responsibility.
