- James Albright
- donna alvermann
- Thomas Apperley
- Crystal L Beach
- Catherine Beavis
- Ian Bogost
- Clare Bradford
- leicha bragg
- Jean Burgess
- Andrew Burn
- David Lee Carlson
- Victoria Carrington
- Dean Chan
- Mia Consalvo
- Teresa Cremin
- Suzanne de Castell
- Michael Dieter
- Julie Dyer
- James P Gee
- Bill Green
- Eileen Honan
- darshanna jayemanne
- Jen Jenson
- hyeon-seon jeong
- Carey Jewitt
- sean justice
- lisa kervin
- John Kirriemuir
- Kent Klindera
- michele knobel
- Castulus Kolo
- Natalia Kucirkova
- Kevin Leander
- Allan Luke
- Kerry Mallan
- jackie marsh
- Paige Mustain
- Helen Nixon
- Anna Peachey
- rafi santo
- Alexander Schmoelz
- Gareth Schott
- Julian Sefton-Green
- Louise Townsin
- Peter Twining
- Marion walton
- Steve Wheeler
- Dana Wilber
- Jason Wilson
- Denise Wood
Barnes, S. (2006). A privacy paradox: Social network in the United States. First Monday 11(9). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/1394.
Barton, D. (1994). Literacy: An introduction to the ecology of written language. London: Blackwell.
Barton, M. D. (2005). The future of rational-critical debate in online public spheres. Computers and Composition, 22, 177-190.
Beach, R., Anson, C., Kastman, B., Lee, A., & Swiss, T. (2008). Teaching writing using blogs, wikis, and other digital tools. Norwood: Christopher-Gordon.
Beran, T. & Li, Q. (2005). Cyber-harassment: A new method for an old behavior. Journal of Educational Computing Research, 32, 265–277.
boyd, d. (2008). Taken out of context: American teen sociality in networked publics (Doctoral dissertation). University of California-Berkeley.
boyd, d. (2009). Social media is here to stay. Now what? Microsoft Research Tech Fest, Redmond, Washington. 26 Feb 2009. Retrieved from http://www.danah.org/papers/talks/MSRTechFest2009.html.
Blanchard, A. (2004). Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project. In L. J. Gurak, S. Antonijevic, L. Johnson, C. Ratliff, & J. Reyman (Eds.), Into the blogosphere: Rhetoric, community, and culture of weblogs. Retrieved from http://blog.lib.umn.edu/blogosphere/blogs_as_virtual.html.
Brooks, K., Nichols, C., & Priebe, S. (2004). Remediation, genre, and motivation: Key concepts for teaching with weblogs. In L.J. Gurak, S. Antonijevic, L. Johnson, C. Ratliff, & J. Reyman (Eds.), Into the blogosphere: Rhetoric, community, and culture of weblogs. Retrieved from http://blog.lib.umn.edu/blogosphere/remediation_genre.html.
Brownstein, E., & Klein, R. (2006). Blogs: Applications in science education. Journal of College Science Teaching, 35(6), 18-22.
Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27, 27-35.
Clark, R. C., & R. E. Mayer (2003). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.
Davies, J., & Merchant, G. (2007). Looking from the inside out: Academic blogging as new literacy. In M. Knobel and C. Lankshear (Eds.). A new literacies sample (pp. 177-208). New York: Peter Lang.
Downes, S. (2004). Educational blogging. EDUCAUSE Review 39(5), 14–26. Retrieved from http://www.educause.edu/pub/er/erm04/erm0450.asp.
Faber, B. (2002). Community action and organizational change: Image, narrative, identity. Carbondale: Southern Illinois University Press.
Fernheimer, J., & Nelson, T. J. (2005). Bridging the composition divide: Blog pedagogy and the potential for agonistic classrooms. Currents in Electronic Literacy, 9. Retrieved from <http://www.cwrl.utexas.edu/currents/spring05/fernheimernelson.html>.
Glogoff, S. (2001). Virtual connections: Community bonding on the net. First Monday, 6(3). Retrieved from http://www.firstmonday.org/issues/issue6_3/glogoff/index.html.
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1(5). Retrieved from http://www.innovateonline.info/index.php?view=article&id=126.
Herring, S., Scheidt, L. A., Bonus, S., & Wright, E. (2004). Bridging the gap: A genre analysis of weblogs.37th Hawai’i International Conference on System Sciences 29. Retrieved from http://www.computer.org/portal/web/csdl/doi/10.1109/hicss.2004.1265271.
Huffaker, D. (2006). Teen blogs exposed: The private lives of teens made public. Presented at the American Association for the Advancement of Science (AAAS) in St. Louis, MO., February 16-19.
Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. [White Paper]
Krishnamurthy, S. (2002). The multidimensionality of blog conversations: The virtual enactment of September 11. Paper given at the Internet Research 3.0 Conference, Maastricht, The Netherlands.
Lamb, A. & Johnson, L. (2006). Blogs and blogging. School library media activities monthly 22(9), 40-44.
Lauer, J. (1982). Writing as inquiry. College Composition and Communication, 33(1), 89-93.
Lenhart, A. (2005). Protecting teens online. Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org/pdfs/PIP_Filters_Report.pdf.
Li, Q. (2007). New bottle but old wine: A research of cyberbullying schools. Computers in Human Behavior, 23, 1777-1791.
Lindgren, T. (2005). Blogging places: Locating pedagogy in the whereness of weblogs. Kairos 10(1). Retrieved from http://english.ttu.edu/kairos/10.1/binder2.html?coverweb/lindgren/index.htm.
Low, S. (1996). Spatializing culture: The social production and social construction of public space in Costa Rica. American Ethnologist, 23(4), 861-879.
Marks, K. (2008, April 29). Digital publics, conversations, and Twitter. Message posted to http://epeus.blogspot.com/2008/04/digital-publics-conversations-and.html.
McNely, B. (2009). Backchannel persistence and collaborative meaning-making. 27th ACM international conference on design of communication. Retrieved from http://portal.acm.org/citation.cfm?id=1621995.1622053.
McNely, B. (2010). Cultivating rhetorical dispositions through curricular change in technical and professional communication. In J.A. Kinkead & L. Grobman (Eds.),Undergraduate Research in English Studies (pp. 229-244). Urbana: NCTE.
Merchant, G. (2006). A sign of the times: Looking critically at popular digital writing. In J. Marsh & E. Millard (Eds.), Popular Literacies, Childhood and Schooling (pp. 93-109). London: Routledge.
Morville, P. (2005). Ambient findability: What we find changes who we become. O’Reilly Media, Inc.
Nardi, B., & O’Day, V. (1999). Information ecologies: Using technology with heart. Cambridge: MIT Press.
O’Donnell, M. (2006) Blogging as pedagogic practice: Artefact and ecology. Asia Pacific Media Educator, 17, 5-19.
O’Reilly, T. (2005). What is web 2.0? Retrieved from http://www.oreilly.de/artikel/web20.html.
Penrod, D. (2007). Using blogs to enhance literacy: The next powerful step in 21st-century learning. Lanham: Rowman & Littlefield Education.
Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Shirky, C. (2008). Here comes everybody. New York: Penguin Press.
Sorapure, M. (2010). Information visualization, web 2.0, and the teaching of writing. Computers and Composition, 27, 59-70.
Spinuzzi, C. (2006). What do we need to teach about knowledge work? [White Paper] Retrieved from http://www.drc.utexas.edu/research/what-do-we-need-teach-about-knowledge-work.
Spinuzzi, C. (2007). Guest editor’s introduction: Technical communication in the age of distributed work. Technical Communication Quarterly, 16, 265-277.
Teston, C. (2009). A grounded investigation of genred guidelines in cancer care deliberations. Written Communication, 26, 320-348.
Trimbur, J. (2000). Composition and the circulation of writing. College Composition and Communication, 52(2), 188-219.
Tryon, C. (2006). Writing and citizenship: Using blogs to teach first-year composition. Pedagogy, 6, 128-132.
Warner, M. (2002). Publics and counterpublics. Quarterly Journal of Speech, 88(4), 413-425.
Wrede, O. (2003). Weblogs and discourse: Weblogs as a transformational technology for higher education and academic research. Blogtalk Conference, Vienna, AUS. 23 May 2003. Retrieved from http://weblogs.design.fhaachen.de/owrede/publikationen/weblogs_and_ discourse.
Xie, Y., & Sharma, P. (2004). Students’ lived experience of using weblogs in a class: An exploratory study. 27th Association for Educational Communications and Technology. Retrieved from http://andromeda.rutgers.edu/~hattem/PALS/students%20lived%20experience%20of%20using%20weblogs%20in%20class.pdf.
Yancey, K. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56(2), 297-328.
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.
Follow us on Twitter: http://twitter.com/DigitalCultureE
The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) 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.
All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.
Digital Culture & Education (DCE) does not have article submission charges. Read more
Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).
Instructions for Authors
Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words. Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at email@example.com
All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.
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