Resources and Activities
Publications

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., Moorman, G.B., Hayes, B.A., & Warner, M.L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of educational computing research, 16(4): 1-8.

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. Journal of educational computing research, 24(4): 214-225.

Brown, K., & Cole, M. (1997). Fifth Dimension and 4-H: Complementary goals and strategies. Youth development focus, 3(4). Davis, CA: University of California Center for Youth Development.

Brown, K., & Cole, M. (2000). Socially-shared cognition: System design and the organization of collaborative research. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum.

Brown, K., & Cole, M. (2001). A utopian methodology as a tool for cultural and critical psychologies: Toward a positive critical theory. In M. Packer & M. Tappan (Eds.), Cultural and critical perspectives on human development: Implications for research, theory, and practice. New York: SUNY Press.

Brown, K., & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. In G. Wells & G. Claxton (Eds.), Learning for life in the twenty-first century: Sociocultural perspectives on the future of education. Oxford, UK: Blackwell Publishers.

Castek, J., Leu Jr., D. J., Coiro, J., Gort, M., Henry, L., & Lima, C. O. (2008). Developing new literacies among multilingual learners in the elementary grades. In L. L. Parker (Ed.), Technology-mediated learning environments for young English learners: Connections in and out of school. New York: Erlbaum.

Christensen, N. (2001). Fourth and fifth grade Latino students' perceptions of a student at a university: An examination of children's drawings and their relationship to participation in an after-school computer club with university mentors. Dissertation. University of California, Irvine.

Cohen, S. (2007). UC Links Builds Foundation for Teachers, Families in New Orleans. GSE bulletin. Berkeley.

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.

Cole, M. (2005). Using cross-cultural psychology to design afterschool educational activities in different cultural settings. In W. Friedlmeier, P. Chakkarath, B. Schwarz (Eds). Culture and Human Development: The Importance of Cross-Cultural Research for the Social Sciences. Hove, England: Psychology Press/Erlbaum (UK) Taylor and Francis. (pp. 53-71).

Cole, M. and The Distributed Literacy Consortium. (2006). The Fifth Dimension: An After-School Program Built on Diversity. New York: Russell Sage.

Cole, Michael. (draft). Using cross-cultural psychology to design afterschool educational activities in different cultural settings.

Cronmiller, Sue (2007). "Essential Poetry: Activating the Imagination in the Elementary Classroom", Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities: Vol. 3: No. 1, Article 7.
http://repositories.cdlib.org/clta/lta/vol3/iss1/art7

Duran, R. P. (2008). Technology and literacy development of Latino youth. In L. L. Parker (Ed.), Technology-mediated learning environments for young English learners: Connections in and out of school. New York: Erlbaum.

DyKes-Woodruff, M. & Waldorf, J. (1995). Multi-user dungeons enter a new dimension: Applying recreational practices for educational goals. Electronic journal of communication, 5(4).

Gack, V. (1998). Fantasies of mastery or mastery of fantasy? In G. Smith (Ed.), On a silver platter: CD-Roms and the promised new technology.New York: New York University Press.

Gallego, M.A. (1995). Community-based school reform: [Service] Learning lessons from La Clase Mágica for teacher education. Journal of the Michigan-Ohio association of teacher educators: 18-22.

Gallego, M.A. (2001). Is experience the best teacher? The potential of coupling classroom and community-based field experiences. Journal of teacher education, 52(4): 312-325.

Gallego, M.A. & Blanton, W.E. (2002). Cultural practices in Fifth Dimension sites around the world. In R. Garner, Y. Zhao, & M. Gillingham (Eds.), Hanging out: What school-age children do after school. Westport, CT: Greenwood.

Gallego, M.A., & Cole, M. (2000). Success is not enough: Challenges to sustaining new forms of educational activity. Computers in human behavior, 16(3): 271-286.

Gallego, M.A. & Cole, M. (2001). Classroom culture and culture in the classroom. In V. Richardson (Ed.), The fourth edition of the handbook of research on teaching. Washington, D.C.: American Educational Research Association.

Ginsburg, Herbert P. (2001) The Mellon Literacy Project: What does it teach us about educational research, practice, and sustainability. Russell Sage Foundation.

Gutierrez, K. and Correz-Chavez, M. (in press). What to do about Culture? Lifelong Learning in Europe.

Gutierrez, K. (2005). Intersubjectivity and grammar in the Third Space. Scribner Award Talk. Annual meeting of the American Educational Research Association.

Gutierrez, K. and Jaramillo, N. (in press). Looking for educational equity: The consequences of relying on Brown. In A. Ball (Ed.) With More Deliberate Speed: Achieving Equity and Excellence in Education—Realizing the Full Potential of Brown v. Board of Education. 2006 Yearbook of the National Society for the Study of Education, Volume 105, Issue 2. Malden, MA: Blackwell Publishing.

Gutierrez, K. (2004). Literacy as laminated activity: Rethinking literacy for English Learners. National Reading Conference Yearbook. (101-114) Chicago, Illinois: National Reading Conference.

Gutierrez, K. (2004). Rethinking Education Policy for English Learners. Aspen Institute, Washington D.C.

Gutierrez, K. and Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Reseacher, 32 (5), 19-25.

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.

Gutiérrez, K., Baquedano-Lopez, P., & Alvarez, H. (2000). Using hybridity to build literacy in urban classrooms. In M. Reyes & J. Halcon (Eds.), The best for our children: Critical perspectives on literacy for Latino students. New York: Teachers College Press.

Hull. After-School Talks Back. Forward written for S.Hill (Ed.), Between school and fun: Perspectives on out-of-school time. Thousand Oaks, CA. Corwin

Hull, G., & Schultz, K. (2002). Connecting schools with out-of-school worlds: Insights from recent research on literacy in non-school settings. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G., & Schultz, K. (2002). Introduction: Negotiating the boundaries between school and non-school literacies. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G., & Schultz, K. (2002). Literacy and learning out of school: A review of theory and research. Review of educational research.

Hull, G., & Schultz, K., Eds. (2002). School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G. and James, M. (2007). Geographies of hope: A study of urban landscapes and a university-community collaborative. In Peggy O’Neil (Ed.), Blurring boundaries: Developing writers, researchers, and teachers: A tribute to William L. Smith (page 250-89). Kresskill, NJ: Hampton Press.

Hull, G. and Katz, M. (2006). Crafting an agentive self: Case studies in digital storytelling. Research in the Teaching of English, 41 (1).

Hull, G., Kenney, N., Marple, S., and Forsman-Schneider, A. (2006). Many versions of masculine: Explorations of boys’ identity formation through multimodal composing in an after-school program. After School Matters Occasional Papers Series. New York: Robert F. Bowne Foundation.

Hull, G. and Greeno, James. (2006). Identity and agency in non-school and school worlds. In Zvi Bekerman, Nicholas C. Burbules, & Diana Silberman-Keller (Eds.), Learning in places: The informal educational reader (pp. 77-97). New York: Peter Lang.

Hull G. and Nelson, M. (2005). Locating the semiotic power of multimodality. Written Communication, 22 (2), 224-62.

Kaptelinin, V., & Cole, M. (2002). Individual and collective activities in educational computer game playing. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation.. NJ: Erlbaum. (pp. 297-310).

Klein, A., & Starkey, P. (2000). 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.

Kirschner, B.W., & Dickinson, R., & Blosser C. (1996). From Cooperation to Collaboration: The Changing Culture of a School/University Partnership, Theory into Practice, 35(3).

Lyman-Hager, M.A., Johns, A., Nocon, H., & Davis, J.N. (2002). Literacy in digital environments: Connecting communities of language learners. In J.H. Sullivan (Ed.), Literacy and the second language learner. Greenwich, CT: Information Age Publishing.

Masters, J., & Nykvist, S. (2006). Supporting play with digital media: Informal learning in the Fifth Dimension. Current Development in Technology-Assisted Education, 626-630.

Mawjee, F., & Grieshop, J. I. (2002). Testing the waters: Facilitating parents' participation in their children's education. The school community journal, 12(1): 117-132.

Mayer, R.E. (1997). Out-of-school learning: The case of an after-school computer club. Journal of educational computing research, 16(4): 333-336.

Mayer, R.E., Durán, R., Quilici, J., Moreno, R., Woodbridge, S., Simon, R., Sanchez, D., & Lavezzo, A. (1997). Cognitive consequences of participation in a "Fifth Dimension" after-school computer club. Journal of educational computing research, 16(4): 353-370.

Mayer, R.E., Schustack, M.W., & Blanton, W.E. (1999). What do children learn from using computers in an informal, collaborative setting? Educational technology, 9: 27-31.

McKoy, D. and Vincent J. (2006). Engaging Schools in Urban Revitalization: The Y-Plan (Youth-Plan, Learn, Act, Now!), Journal of Planning Education and Research 26: 389-403.

McKoy, D. (2003). “A Vibe for Change”: School-based – Youth Charrettes, American Planning Association, WebZine, 2004.

McKoy, D. “Social Enterprises for Learning: How Small Learning Communities Structure Authentic Activities and Personal Transformation Among Urban Youth.” Under review by Journal of Education for Students Placed at Risk. (2004).

Nilsson, H. (2003). Transformation through Integration An Activity Theoretical Analysis of School Development as Integration of Child Care Institutions and the Elementary School. Dissertation.
Blekinge Institute of Technology, Sweden.

Nocon, H. (2000). Developing hybridized social capital: Communication, coalition, and volunteering in non-traditional communities. Dissertation. University of California, San Diego.

Nocon, H. (2002). Fifth Dimension second language project: A model education program. San Diego, CA: LARC Press.

Nicopolou, A., & Cole, M. (1993). Generation and transmission of shared knowledge in the culture of collaborative learning: The Fifth Dimension, its play world, and its institutional contexts. In E.A. Forman, N. Minmick, & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development. New York: Oxford University Press.

Nixon, A. and Gutierrez, K. (2006). From their own voices: Understanding children’s identities through the literary practices of digital storytelling. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Parker, L.L. (Ed.) (2008). Technology-mediated learning environments for young English learners: Connections in and out of school. New York: Erlbaum.

Richmond, G. (1996). University/School Partnerships: Bridging the Culture Gap. Theory into Practice, 35(3).


Rojas-Drummond, S.M., C.D. Albarrán, M.G. Vega, M. Zúñiga & M. Vélez. “LEARNING TOGETHER”: THE CREATION OF COMMUNITIES OF INQUIRY SUPPORTED BY ICT. Faculty of Psychology, National Autonomous University of Mexico.

Rueda, R., Gallego, M.A., & Moll, L. (2000). The least restrictive environment: A place or a context? Remedial and special education, 21 (2).

Schultz, K., & Hull, G. (2002). Locating literacy theory in out-of-school contexts. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Schustack, M.W., King, C., Gallego, M.A., & Vásquez, O. (1994). A computer-oriented after-school activity: The Fifth Dimension and La Clase Mágica. In F.A. Villaurruel & R.M. Lerner (Eds.), Environments for socialization and learning. San Francisco: Jossey-Bass.

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. Mind, culture, and activity: An international journal.

Stone, L.D. and Gutierres, K.D. (in press). Problem Articulation and the Processes of Assistance: An Activity Theoretic View of Mediation of Game Play. International Journal of Educational Research.

Sturak, T. (2002). IST makes connections with Roosevelt Middle School. Berkeley computing and communications, 12(2): 13-14.

Underwood, C., Welsh, M., Gauvain, M., & Duffy, S. (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.

Vasquez, O.A., (2008). Reflection—Rules of engagement for achieving educational futures. In L. L. Parker (Ed.), Technology-mediated learning environments for young English learners: Connections in and out of school. New York: Erlbaum.

Vásquez, O.A. (2003) La Clase Mágica: Imagining Optimal Possibilities in a Bilingual Community of Learners. New Jersey: Lawrence Erlbaum Associates, Publishers

Vásquez, O.A.
Rules of Engagement for Achieving Educational Futures: A Reflection Jim Cummins Vision.

Vásquez, O.A.(2007) Technology Out of School: What Schools Can Learn From Community-Based Technology. Yearbook of the National Society for the Study of Education, 106(2), pp. 182-206.

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. (1996). A model system of institutional linkages: Transforming the educational pipeline. In The University of California Latino eligibility study. Santa Cruz, CA: University of California, Santa Cruz.

Vásquez, O.A. (in press). Education in a global age: An inter-California strategy for the Tijuana-San Diego region. Revista frontera norte 28(2).

Vásquez, O.A. (in press). Social action and the politics of collaboration. In P. Pedraza and M. Rivera (Eds.), National Latino/a education research agenda.

Vásquez, O.A., and Durán, 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.

Vásquez, O. A., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing boundaries: Language and culture in a Mexicano community. Cambridge: Cambridge University Press.