Estrid
Here are a few references you can add to your list. I will see what others
I can locate.
Bill Blanton
Blanton, W. E., Greene, M. W. & Cole, M. (1999). Computer mediation for
learning and play. Journal of Adolescent and Adult Literacy, 43(3), 272-278.
Blanton, W. E., Simmons, E., & Warner, M. W. (2001). The fifth dimension:
Application of cultural-historical activity theory, inquiry-based learning,
computers, and telecommunications to change prospective teachers'
preconceptions. The Journal of Educational Computing Research, 24, 214-225.
Cole, M. (2001). Sustaining model systems of educational activity:
Designing for the long haul. Paper presented at Symposium Honoring the Work
of Ann Brown, Berkeley, CA.
DyKes-Woodruff, M. & Waldorf, J. (1995). Multi-user dungeons enter a new
dimension: Applying recreational practices for educational goals. The
Electronic Journal of Communication, 5(4).
Klein, A., & Starkey, P. (in press). Enhancing low-income children’s early
achievement in an academically enriched after-school program: the UC Links
program. In N.H. Gabelko (Ed.), Toward a collective wisdom: forging
successful educational partnerships. The National Writing Project Corp.
Gutiérrez, K., Baquedano-Lopez, P. & Alvarez, H. (in press). Using
hybridity to build literacy in urban classrooms. In M. Reyes & J. Halcon
(Eds.), The best for our children: latina/latino voices on literacy. New
York: Teachers College Press.
Gutiérrez, K., Baquedano-Lopez, P. & Alvarez, H. (1999). A
cultural-historical approach to collaboration: Building a culture of
collaboration through hybrid language practices. Theory into practice, 38
(2), 87-93.
Schustack, M.W., Strauss, R. & Worden, P. (1997). Learning about technology
in a non-instructional environment. Journal of Educational Computing
Research, 16(4): 337-351.
Stone, L. & Gutiérrez, K. (in press). Problem-finding as distributed
intelligence: The role of changing participation in mathematical
problem-solving activities in an after-school learning community.
Vásquez, O.A. (1994). The Magic of La Clase Mágica: Enhancing the learning
potential of bilingual children. The Australian Journal of Language and
Literacy, 17(2), 120-128.
Vásquez, O. A., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing
boundaries: Language and culture in a Mexicano community. Cambridge:
Cambridge University Press.
Vásquez, O.A. and Duran, R. (2000) "La Clase Mágica and Club Proteo:
Mulitiple literacies in new community institutions," in M. Gallego and S.
Hollingsworth (Eds.), What counts as literacy: Challenging the school
standard. New York: Teachers College Press.
Underwood, C., Welsh, M., Gauvain, M., & Duffy, S. (October, 2000).
Learning at the edges: Challenges to the sustainability of service learning
in higher education. Journal of language and learning across the
disciplines 4(3), 7-26.
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