2219 items

• Theoretical Foundations for the Study of Sociomateriality
  Leonardi, P. M. (2013). Theoretical Foundations for the Study of Sociomateriality. Information and Organization, 23(2), 59–76. https://doi.org/10.1016/j.infoandorg.2013.02.002
• What is Social Informatics and Why Does it Matter?
  Kling, R. (1999). What is Social Informatics and Why Does it Matter? D-Lib Magazine, 5(1). https://doi.org/10.1045/january99-kling
• Heritage: Having a Say
  Kensing, F., & Greenbaum, J. (2013). Heritage: Having a Say. In Routledge International Handbook of Participatory Design. Routledge.
• Artful Infrastructuring in Two Cases of Community PD
  Karasti, H., & Syrjänen, A.-L. (2004). Artful Infrastructuring in Two Cases of Community PD. Proceedings of the Eighth Conference on Participatory Design: Artful Integration: Interweaving Media, Materials and Practices – Volume 1, 20–30. https://doi.org/10.1145/1011870.1011874
• Extending the Consequentiality of “Invisible Work” in the Food Justice Movement
  Jurow, A. S., Teeters, L., Shea, M., & Van Steenis, E. (2016). Extending the Consequentiality of “Invisible Work” in the Food Justice Movement. Cognition and Instruction, 34(3), 210–221. https://doi.org/10.1080/07370008.2016.1172833
• Structuration Theory and Information Systems: A Critical Reappraisal
  Jones, M., Orlikowski, W., & Munir, K. (2004). Structuration Theory and Information Systems: A Critical Reappraisal. In J. Mingers & L. P. Willcocks (Eds.), Social Theory and Philosophy for Information Systems (pp. 297–328). Wiley. https://www.wiley.com/en-us/Social+Theory+and+Philosophy+for+Information+Systems-p-9780470011218R120
• Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions
  Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions. American Educational Research Journal, 47(1), 181–217. https://doi.org/10.3102/0002831209345158
• School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice
  Hopkins, M., & Woulfin, S. L. (2015). School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6
• Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
  Hall, R., & Jurow, A. S. (2015). Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices. Educational Psychologist, 50(3), 173–189. https://doi.org/10.1080/00461520.2015.1075403
• Elements of the Theory of Structuration
  Giddens, A. (1984). Elements of the Theory of Structuration. In G. M. Spiegel (Ed.) Practicing History: New Directions in Historical Writing after the Linguistic Turn (pp. 119–140). Routledge.
• Nurturing Affinity Spaces and Game-Based Learning
  Gee, J. P., & Hayes, E. (2012). Nurturing Affinity Spaces and Game-Based Learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 129–153). Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.015
• Articulation of Communication Technology and Organizational Form
  Fulk, J., & DeSanctis, G. (2022). Articulation of Communication Technology and Organizational Form. In G. DeSanctis & J. Fulk (Eds.), Shaping Organization Form: Communication, Connection, and Community (pp. 5–32). SAGE. https://us.sagepub.com/en-us/nam/shaping-organization-form/book7148
• A Survey of Value Sensitive Design Methods
  Friedman, B., Hendry, D. G., & Borning, A. (2017). A Survey of Value Sensitive Design Methods. Foundations and Trends in Human-Computer Interaction, 11(2), 63–125. https://doi.org/10.1561/1100000015
• The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations
  Friedman, B., & Hendry, D. (2012). The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1145–1148. https://doi.org/10.1145/2207676.2208562
• The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools
  Forman, M. L., Stosich, E. L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools. Harvard Education Press.
• Reconceptualizing Organizational Routines as a Source of Flexibility and Change
  Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing Organizational Routines as a Source of Flexibility and Change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
• Viewing Science Learning Through an Ecosystem Lens: A Story in Two Parts
  Falk, J. H., & Dierking, L. D. (2018). Viewing Science Learning Through an Ecosystem Lens: A Story in Two Parts. In D. Corrigan, C. Buntting, A. Jones, & J. Loughran (Eds.), Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities (pp. 9–29). Springer International Publishing. https://doi.org/10.1007/978-3-319-89761-5_2
• Studies of Expansive Learning: Foundations, Findings and Future Challenges
  Engeström, Y., & Sannino, A. (2010). Studies of Expansive Learning: Foundations, Findings and Future Challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
• Developmental Work Research: Expanding Activity Theory in Practice
  Engeström, Y. (2005). Developmental Work Research: Expanding Activity Theory in Practice. Lehmanns Media.
• Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization
  Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical Reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
• Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget
  Engestrom, Y. (1996). Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55, 126–132.
• Scandinavian Design: On Participation and Skill
  Ehn, P. (1993). Scandinavian Design: On Participation and Skill. In P. S. Adler & T. A. Winograd (Eds.), Usability: Turning Technologies into Tools. Oxford University Press. https://doi.org/10.1093/oso/9780195075106.003.0008
• ‘Losing an Arm’: Schooling as a Site of Black Suffering
  Dumas, M. J. (2014). ‘Losing an Arm’: Schooling as a Site of Black Suffering. Race Ethnicity and Education, 17(1), 1–29. https://doi.org/10.1080/13613324.2013.850412
• The Role of Children in the Design of New Technology
  Druin, A. (2002). The Role of Children in the Design of New Technology. Behaviour & Information Technology, 21(1), 1–25. https://doi.org/10.1080/01449290110108659
• Participatory Design for Learning: Perspectives from Practice and Research
  DiSalvo, B., Yip, J., Bonsignore, E., & Carl, D. (2017). Participatory Design for Learning. In Participatory Design for Learning. Routledge.
• The Material and Social Constitution of Interest
  DiGiacomo, D. K., Van Horne, K., Van Steenis, E., & Penuel, W. R. (2018). The Material and Social Constitution of Interest. Learning, Culture and Social Interaction, 19, 51–60. https://doi.org/10.1016/j.lcsi.2018.04.010
• Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory
  DeSanctis, G., & Poole, M. S. (1994). Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory. Organization Science, 5(2), 121–147. https://doi.org/10.1287/orsc.5.2.121
• The New Economics for Industry, Government, Education
  Deming, W. E. (2018). The New Economics for Industry, Government, Education (3rd ed.). MIT Press.
• Teaching Routines to Enhance Collaboration Using Classroom Network Technology
  DeBarger, A. H., Penuel, W. R., Harris, C. J., & Schank, P. (2011). Teaching Routines to Enhance Collaboration Using Classroom Network Technology. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 224–244). IGI Global. https://doi.org/10.4018/978-1-61692-898-8
• Sustaining Model Systems of Educational Activity: Designing for the Long Haul
  Cole, M. (2007). Sustaining Model Systems of Educational Activity: Designing for the Long Haul. In J. Campione, K. Metz, & A. S. Palincsar (Eds.), Children’s Learning in Laboratory and Classroom Contexts: Essays in Honor of Ann Brown (0 ed.). Routledge. https://doi.org/10.4324/9780203826966
• Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale
  Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale. Teachers College Record, 115(14), 320–349. https://doi.org/10.1177/016146811311501408
• Design Experiments in Educational Research
  Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
• Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures
  Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026
• Native Science: Natural Laws of Interdependence
  Cajete, G. (2000). Native Science: Natural Laws of Interdependence. Clear Light Publishers.
• Human-Centred Learning Analytics
  Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1
• Trust in Schools: A Core Resource for School Reform
  Bryk, A. S., & Schneider, B. (2003). Trust in Schools: A Core Resource for School Reform. Educational Leadership, 60(6), 40–44.
• Trust in Schools: A Core Resource for Improvement
  Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0
• Sorting Things Out: Classification and Its Consequences
  Bowker, G. C., & Star, S. L. (2000). Sorting Things Out: Classification and Its Consequences. https://doi.org/10.7551/mitpress/6352.001.0001
• Contextual Design
  Beyer, H., & Holtzblatt, K. (1999). Contextual Design. Interactions, 6(1), 32–42. https://doi.org/10.1145/291224.291229
• Bringing Work Back In
  Barley, S. R., & Kunda, G. (2001). Bringing Work Back In. Organization Science, 12(1), 76–95. https://doi.org/10.1287/orsc.12.1.76.10122
• Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences
  Barab, S. A., & Kirshner, D. (2001). Guest Editors’ Introduction: Rethinking Methodology in the Learning Sciences. Journal of the Learning Sciences, 10(1–2), 5–15. https://doi.org/10.1207/S15327809JLS10-1-2_2
• Repatriating Indigenous Technologies in an Urban Indian Community
  Bang, M., Marin, A., Faber, L., & Suzukovich, E. S. (2013). Repatriating Indigenous Technologies in an Urban Indian Community. Urban Education, 48(5), 705–733. https://doi.org/10.1177/0042085913490555
• Design-Based Research: A Decade of Progress in Education Research?
  Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
• Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings
  Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Cabrera, L., Hernly, K., Pitt, C., Mills, K., Salazar, A., Griffing, D., Rick, J., & Marr, R. (2018). Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3173574.3173852
• Human-Computer Interaction and Education
  Ahn, J., & Clegg, T. (2018). Human-Computer Interaction and Education. In The Wiley Handbook of Human Computer Interaction (pp. 821–830). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118976005.ch38
• Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics
  Ahn, J., Campos, F., Nguyen, H., Hays, M., & Morrison, J. (2021). Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics. LAK21: 11th International Learning Analytics and Knowledge Conference, 55–65. https://doi.org/10.1145/3448139.3448145
• User-Centered Design
  Abras, C., Maloney-krichmar, D., & Preece, J. (2004). User-Centered Design. In W. Brainbridge (Ed.), Encyclopedia of Human-Computer Interaction (pp. 445–456). SAGE. https://doi.org/10.7551/mitpress/6918.003.0015
• BetterEvaluation
  BetterEvaluation. (n.d.). Retrieved from https://www.betterevaluation.org/
• Developmental Evaluation Resource Library
  Developmental Evaluation Resource Library. (n.d.). J. W. McConnell Foundation. Retrieved from https://mcconnellfoundation.ca/developmental-evaluation/resources/
• A Developmental Evaluation Companion
  Gamble, J. A. A., McKegg, Kate, & Cabaj, Mark. (2008). A Developmental Evaluation Companion. J. W. McConnell Foundation. Retrieved from website: https://mcconnellfoundation.ca/developmental-evaluation/the-book/