Title: Editorial : Digital youth and their ways of learning
Source document: Studia paedagogica. 2018, vol. 23, iss. 4, pp. [5]-10
Extent
[5]-10
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-4-1
Stable URL (handle): https://hdl.handle.net/11222.digilib/138816
Type: Editorial; Editorial note
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
References
[1] Bekerman, Z., Burbules, N. C., & Silberman-Keller, D. (Eds.). (2006). Learning in places. The informal education reader. New York: Peter Lang.
[2] Falzon, M. A. (2012). Multi-sited ethnography: Theory, praxis and locality in contemporary research. London: Ashgate Publishing.
[3] Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Watkins, S. (2013). Connected learning: An agenda for research and design. Irvine: Digital Media and Learning Research Hub.
[4] Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning environments. Mahwah: Lawrence Erlbaum Associates.
[5] Land, S. M., & Hannafin, M. J. (2000). Student-centered learning environment. In D. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 1–24). New Jersey: Lawrence Erlbaum.
[6] Leander, K. M., & McKim, K. K. (2003). Tracing the everyday "sitings" of adolescents on the Internet: A strategic adaptation of ethnography across online and offline spaces. Education, Communication & Information, 3(2), 211–240. | DOI 10.1080/14636310303140
[7] Leander, K., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394. | DOI 10.3102/0091732X09358129
[8] Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited ethnography. Annual Review of Anthropolog y, 24, 95–117. | DOI 10.1146/annurev.an.24.100195.000523
[9] McFarlane, A. (Ed.). (1997). IT and authentic learning – Realising the potential of computers in the primary classroom. London: Routledge.
[10] Nunes, M. (2006). Cyberspaces of everyday life. Minneapolis: University of Minnesota Press.
[11] Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge: Cambridge University Press.
[2] Falzon, M. A. (2012). Multi-sited ethnography: Theory, praxis and locality in contemporary research. London: Ashgate Publishing.
[3] Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Watkins, S. (2013). Connected learning: An agenda for research and design. Irvine: Digital Media and Learning Research Hub.
[4] Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning environments. Mahwah: Lawrence Erlbaum Associates.
[5] Land, S. M., & Hannafin, M. J. (2000). Student-centered learning environment. In D. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 1–24). New Jersey: Lawrence Erlbaum.
[6] Leander, K. M., & McKim, K. K. (2003). Tracing the everyday "sitings" of adolescents on the Internet: A strategic adaptation of ethnography across online and offline spaces. Education, Communication & Information, 3(2), 211–240. | DOI 10.1080/14636310303140
[7] Leander, K., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394. | DOI 10.3102/0091732X09358129
[8] Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited ethnography. Annual Review of Anthropolog y, 24, 95–117. | DOI 10.1146/annurev.an.24.100195.000523
[9] McFarlane, A. (Ed.). (1997). IT and authentic learning – Realising the potential of computers in the primary classroom. London: Routledge.
[10] Nunes, M. (2006). Cyberspaces of everyday life. Minneapolis: University of Minnesota Press.
[11] Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge: Cambridge University Press.