in New Literacies

Ed.D. thesis proposal bibliography

As promised earlier, here’s the bibliography for my Ed.D. thesis proposal. This might prove handy for those looking to read up on the areas of 21st century literacy, what it means to be ‘educated’ in the 21st century, and how educational technology has impacted schools.

  • Abbott, J. & Ryan, T. (2000) The Unfinished Revolution: learning, human behaviour, community and political paradox
  • Abbott, C. (2001) ICT: changing education
  • Anderson, L.W. & Krathwohl, D.R. (eds.) (2001) A taxonomy of learning, teaching, and assessment: a revision of Bloom’s taxonomy of educational objectives
  • Aviram, A. (2000) ‘From “Computers in the Classroom” to mindful radical adaptation by education system to the emerging cyber culture’ (Journal of Educational Change, 1)
  • Barton, D. & Hamilton, M. (2000) ‘Literacy Practices’ (in Barton, D., Hamilton, M. & Ivanic, R. (eds.), Situated Literacies: reading and writing in context)
  • Beavis, C. (1988) ‘Computer games, culture and curriculum’ (in I. Snyder (ed.), Page to Screen: taking literacy into the electronic era)
  • Bigum, C. (2002) ‘Design Sensibilities, Schools and the New Computing and Communication Technologies’ (in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Age)
  • Blacker, D. & J. McKie, J. (2003) ‘Information and Communication Technology’ (in N. Blake, et al. (eds.), The Blackwell Guide to the Philosophy of Education)
  • Bottino, R.M. (2001) ‘Advanced Learning Environments’ (in M. Ortega & J. Bravo (eds.), Computers and Education: towards an interconnected society)
  • Burnett, R. (2002) Technology, Learning and Visual Culture (in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Age)
  • Burniske, R.W. & Monke, L. (2001) Breaking Down the Digital Walls: learning to teach in a post-modem world
  • Carneiro, R. (2002) ‘The New Frontiers of Education’ (in UNESCO, Learning Throughout Life: challenges for the twenty-first century)
  • Carr, D. (2003) Making Sense of Education: an introduction to the philosophy and theory of education and teaching
  • Chaiklin, S. (2002) ‘A Developmental Teaching Approach to Schooling’ (in G. Wells & G. Claxton (eds.), Learning for Life in the 21st Century)
  • Claxton, G. (2002) ‘Education for the Learning Age: A Sociocultural Approach to Learning to Learn’ (in G. Wells & G. Claxton (eds.), Learning for Life in the 21st Century)
  • Conlon (2000) ‘Visions of Change’ (British Journal of Educational Technology, 31:2)
    Conlon & Simpson, (2003) ‘Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study’ (British Journal of Educational Technology, 34:2)
  • Cornu, B. (1995) ‘New technologies: integration into education’ (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education)
  • Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and Education
  • Cuban, L. (1986) Teachers and Machines: the classroom use of technology since 1920
  • Davis N., et al. (1997) ‘Can quality in learning be enhanced through the use of IT?’ (in B. Somekh, G. Whitty & R. Coveney, IT and the politics of institutional change)
  • Davis, A. & Williams, K. (2003) ‘Epistemology and Curriculum’ (in N. Blake, et al. (eds.), The Blackwell Guide to the Philosophy of Education
  • Delors, J. (1996a) ‘The Four Pillars of Education’, in (J. Delors (ed.), Learning: The Treasure Within)
  • Delors, J. (1996b) ‘Choices for Education: the political factor’ (in J. Delors (ed.), Learning: The Treasure Within)
  • Delors, J. (1996c) ‘Education: the necessary Utopia’ in (J. Delors (ed.), Learning: The Treasure Within)
  • Delors, J. (1996d) ‘Teachers in Search of New Perspectives’ in (J. Delors (ed.), Learning: The Treasure Within)
  • Demetriadis, et al. (2003) ‘ Cultures in negotiation': teachers’ acceptance/resistance attitudes considering the infusion of technology into schools’ (Computers & Education, 41)
  • Doll, W.E. Jr. (1993) A Post-modern perspective on curriculum
  • Dunn, S. & V. Morgan (1987) The Impact of the Computer on Education: a course for teachers
  • Eraut, M. (1991) Education and the Information Society: a challenge for European policy
  • Eyman, D. (working paper, undated) Digital Literac(ies), Digital Discourses, and Communities of Practice: Literacy Practices in Virtual Environments
  • Fisher, C. (2007) – ‘A New Language’ (http://remoteaccess.typepad.com/remote_access/2007/03/a_new_language.ht)
  • Friedman, T.L. (2005) The World is Flat: the globalized world in the twenty-first century
  • Glaser, R. (1999) ‘Expert Knowledge and Processes of Thinking’ (in R. McCormick & C. Paechter (eds.), Learning and Knowledge)
  • Golby, M. (1990) ‘The Multiple Functions of Education’ (in N. Entwistle (ed.), Routledge Handbook of Educational Ideas and Practices
  • Grossman, P.L. & Stodolsky, S.S. (1999) ‘Content as Context: the role of school subjects in secondary school teaching’ (in R. McCormick & C. Paechter (eds.), Learning and Knowledge)
  • Haymore Sandholtz, I & Ringstaff, C. (1996) ‘Teacher Change in Technology-Rich Classrooms’ (in C. Fisher, D.C. Dwyer & K. Yocam (eds.), Education and Technology: reflections on computing in classrooms)
  • Hoban, G.F. (2002) Teacher Learning for Educational Change: a systems thinking approach
  • Hogan, P. & Smith, R. (2003) ‘The Activity of Philosophy and the Practice of Education’ (in N. Blake, et al. (eds.), The Blackwell Guide to the Philosophy of Education)
  • Imison, T. & Taylor, P. (2001) Managing ICT in the Secondary School
  • Johnson, Eilda, J. (1998) ‘Living on the surface: learning in the age of global communication networks’ (in I. Snyder (ed.), Page to Screen: taking literacy into the electronic era)
  • Kapitzke (2000) ‘Information Technology as Cultural Capital’ (Education and Information Technology, 5:1)
  • Kellner, D.M. (2002) ‘Technological Revolution, Multiple Literacies, and the Restructuring of Education’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age)
  • Kenway (1996) ‘The Information Superhighway and Post-modernity’ (Comparative Education, 32:2)
  • Kerr (2005) ‘Why we all want it to work: towards a culturally based model for technology and educational change’ (British Journal of Educational Technology, 36:6,)
  • Lemke, J.L. (2002) ‘Becoming the Village: Education Across Lives’ (in G. Wells & G. Claxton (eds.), Learning for Life in the 21st Century)
  • Levin, B. & Riffel, J.A. (1997) Schools and the Changing World: struggling toward the future
  • Machlup, F. (1962) Knowledge production and distribution in the United States
  • Martin, A. (2003) ‘Towards e-literacy’ (in A. Martin & H. Rader (eds.), Information and IT literacy: enabling learning in the 21st century)
  • McCormick, R. (1999) ‘Practical Knowledge: A View from the Snooker Table’ (in R. McCormick & C. Paechter (eds.), Learning and Knowledge)
  • McFarlane, A. (1997)? ‘…and where might we end up?’ (in A. McFarlane (ed.), Information Technology and Authentic Learning: realising the potential of computers in the primary classroom)
  • Meyerson, D. & Martin, J. (1997) ‘Cultural Change: an integration of three different views’ (in A. Harris, N. Bennett & M. Preedy (eds.), Organizational Effectiveness and Improvement in Education)
  • Muller, J. (2000) Reclaiming Knowledge: social theory, curriculum and education policy
  • Newton, L. (2003) ‘Management and the use of ICT in subject teaching’ (in Selwood, Find & O’Mahony (eds.), Management of Education in the Information Age: the role of ICT)
  • Nichol & Watson (2003) ‘Editorial: Rhetoric & reality: the present and future of ICT in education’ (British Journal of Educational Technology, 34:2)
  • OECD (1994) The Curriculum Redefined: schooling for the 21st century
  • OECD (2001) Learning to Change: ICT in Schools
  • Okan (2003) ‘Edutainment: is learning at risk?’ (British Journal of Educational Technology, 34:3)
  • Papert, S. (1980) Mindstorms: children, computers, and powerful ideas
  • Papert, S. (1993) The Children’s Machine: rethinking school in the age of the computer
  • Phillips, J. (200) Contested Knowledge: a guide to critical theory
  • Postman, N. (1993), cited by R.W. Burniske & L. Monke, Breaking Down the Digital Walls: learning to teach in a post-modem world (2001: 21)
  • Provenzo, E.F. Jr., Brett, A. & McCloskey, G.N. (1999) Computers, Curriculum, and Cultural Change: an introduction for teachers
  • Reffell, P. (2003) ‘IT Skills are not enough’ (in A. Martin & H. Rader (eds.), Information and IT literacy: enabling learning in the 21st century
  • Robinson, B. (1997) ‘Getting Ready to Change: the place of change theory in the information technology education of teachers’ (in D. Passey & B. Samways (eds.), Information Technology: supporting change through teacher education)
  • Rodr?guez Illera, J.L. (2004) ‘Digital Literacies’ (Interactive Educational Multimedia, number 9 (November 2004), pp. 48-62)
  • Roszak, T. (1986) The Cult of Information: the folklore of computers and the true art of thinking
  • Rushby (2005) ‘Editorial: where are the new paradigms?’ (British Journal of Educational Technology, 36:3)
  • Sanger, J. (2001)? ‘ICT, the demise of UK schooling and the rise of the individual learner’ (in A. Loveless & V. Ellis (eds.), ICT, Pedagogy and the Curriculum: subject to change)
  • Schofield, J.W. (1995) Computers and Classroom Culture
  • Siemens, G. (2004) ‘A Learning Theory for the Digital Age’ (http://www.elearnspace.org/Articles/connectivism.htm)
  • Snyder, I. (2001) ‘Hybrid Vigour': Reconciling the verbal and the visual in electronic communication (in A. Loveless & V. Ellis (eds.), ICT, Pedagogy and the Curriculum: subject to change)
  • Snyder, I. (2002) ‘Communication, Imagination, Critique – Literacy Education for the Electronic Age’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age)
  • Somekh, B. (1997) ‘Towards effective learning with new technology resources: the role of teacher education in reconceptualising the relationship between task setting and student learning in technology-rich classrooms’ (in D. Passey & B. Samways (eds.), Information Technology: supporting change through teacher education)
  • Somekh, B. (2000) ‘New Technology and Learning: policy and practice in the UK, 1980-2010′ (Education and Information Technology, 5:1)
  • Stetsenko, A. & Arievitch, I. (2002) ‘Teaching, Learning, and Development: A Post-Vygotskian Perspective’ (in G. Wells & G. Claxton, Learning for Life in the 21st Century)
  • Stoll Dalton, S. & Tharp, R.G. (2002) ‘Standards for Pedagogy: Research, Theory and Practice’ (in G. Wells & G. Claxton, Learning for Life in the 21st Century)
  • Stonier, T. & Conlin, C. (1985) The Three C’s: children, computers, communication
    Sutherland & InterActive Project Team (2004) Designs for Learning: ICT and knowledge in the classroom (Computers & Education, 43)
  • Tearle (2003) ‘ICT implementation: what makes the difference?’ (British Journal of Educational Technology, 34:5)
  • Tiffin, J. & Rajasingham, L. (2003) The Global Virtual University
  • Town, J.S. (2003) ‘Information Literacy: definition, measurement, impact’ (in A. Martin & H. Rader (eds.), Information and IT literacy: enabling learning in the 21st century)
  • Tuman, M. (1992) Word Perfect: literacy in the computer age
  • Underwood, J.D.M. & Underwood, G. (1990) Computers and Learning: helping children acquire thinking skills
  • UNESCO (1994) The Plurality of Literacy and its Implications for Policies and Programmes
  • Willis, P. (1990) Common Culture
  • Yip, C.T., Cheung, P.S. & C. Sze, C. (2004) Towards a Knowledge-creating School: a research project on paradigm shift of teaching and learning in IT education

Apologies for the lack of italicization of the titles, but it didn’t carry over from my Word document and it’s a bit of an ask to go through all of those by hand…

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