- Chris Abbott
- James Albright
- Donna Alverman
- Catherine Beavis
- Ian Bogost
- Clare Bradford
- Gunilla Bradley
- leicha bragg
- Jean Burgess
- Andrew Burn
- Victoria Carrington
- Dean Chan
- Mia Consalvo
- Teresa Cremin
- Suzanne de Castell
- Michael Dieter
- Julie Dyer
- James P Gee
- Bill Green
- darshanna jayemanne
- Jen Jenson
- hyeon-seon jeong
- Carey Jewitt
- michele knobel
- Castulus Kolo
- Gunther Kress
- Kevin Leander
- Nancy Lesko
- Allan Luke
- Carmen Luke
- Kerry Mallan
- jackie marsh
- Helen Nixon
- Joanne Omara
- Anna Peachey
- Gareth Schott
- Julian Sefton-Green
- gurmit singh
- Peter Twining
- Marion walton
- Steve Wheeler
- Dana Wilber
- Jason Wilson
- Denise Wood
0 Comments
John Bishop
Department of Curriculum, Instruction and Special Education
School of Education and Psychology
University of Southern Mississippi
References
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New Jersey: Lawrence Erlbaum Associates.
Alvermann, D. (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
Bakhtin, M. (1981). The dialogic imagination. Austin: U. of Texas Press.
Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
Blommaert, J. (2005). Discourse: A critical introduction: Key topics in sociolinguistics. Cambridge: Cambridge University Press.
Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, New York: State University of New York Press.
Dewey, J. (1938). Experience and education. New York: Collier Press.
Gee, J. (1990/1996). Social linguistics and literacies: Ideology in discourses (2nd ed). London: Taylor and Francis.
Gee, J. (1999/2005). An introduction to discourse analysis: Theory and method (2nd ed). New York: Routledge.
Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Giroux, H., Lankshear, C., McLaren, P., and Peters, M. (1996). Counternarratives: Cultural studies and critical pedagogies in postmodern space. New York: Routledge.
Holland, D., Lachicotte, W., Skinner, D., and Cain, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
Hull, G. and Katz, M. (2006). ‘Crafting an agentive self: Case studies on digital storytelling’. Research in the Teaching of English. In press, 41. Retrieved electronically from author. Also available online http://www.udel.edu/paulhyde/ds/readings/hull_agentive_self.pdf
Hull, G. and Nelson, M. (2005). Locating the semiotic power of multimodality. Written communication. 22(2), 224-261.
Jewitt, C. and Kress, G. (2003). Multimodal literacy. New York: Peter Lang.
Knobel, M. and Lankshear, C. (2007). A new literacies sampler. New York: Peter Lang.
Kress, G. and van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. New York: Oxford University Press.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Lankshear, C. and Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. New York: Open University Press.
LeCourt, D. (1998). ‘Critical pedagogy in the computer classroom: Politicizing the writing space’. Computers and composition. 15, 275-295.
Pahl, K. and Rowsell, J. (2006). Travel notes from the new literacy studies: Instances of practice. Clevedon, England: Multilingual Matters LTD.
Parmentier, R. (1994). Signs in society: Studies in semiotic anthropology. Bloomington: Indiana University Press.
Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage Publications.
Snyder, I. (2004). ‘The new communication order’. In Beaveis, C. and Durrant, C. (Eds.), P(ICT)ures of English: Teachers, learners and technology. Adelaide: Wakefield Press.
Street, B. (1998). New literacies in theory and practice: What are the implications for language and education? Linguistics and Education. 10(1), 1-24.
Taylor, E. (2002). ‘Using still photography in making meaning of adult educator’s beliefs’. Studies in the education of adults. 34(2), 123-139.
Abstract | References | Full Text: HTML, PDF (Size: 968KB)
Post a comment
Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal. This interactive, open-access web-published journal is for those interested in digital culture and education.
The journal is devoted to analysing the impact of digital culture on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.
Call for Papers for Special Themed Issue: Building the HIVe

The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged. Read more

Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).
2. Abstract of approximately 150 words
3. Up to ten keywords
4. Main body of manuscript. Articles 5-8000 words, reviews 1-2000 words,
please contact the editors about submissions that fall outside this rubric. Read more

Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education. We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com
Call for Papers for Special Themed Issue: Building the HIVe
