- James Albright
- donna alvermann
- Thomas Apperley
- Crystal L Beach
- Catherine Beavis
- Rebecca Black
- Ian Bogost
- Clare Bradford
- leicha bragg
- Andrew Burn
- David Lee Carlson
- Victoria Carrington
- Dean Chan
- Mia Consalvo
- Teresa Cremin
- daniel ashton
- Suzanne de Castell
- Michael Dezuanni
- Michael Dieter
- Julie Dyer
- James P Gee
- Bill Green
- Eileen Honan
- darshanna jayemanne
- Jen Jenson
- Carey Jewitt
- sean justice
- lisa kervin
- John Kirriemuir
- Kent Klindera
- michele knobel
- Natalia Kucirkova
- Kevin Leander
- Allan Luke
- Kerry Mallan
- jackie marsh
- Paige Mustain
- Helen Nixon
- Grace Oakley
- Anna Peachey
- rafi santo
- Gareth Schott
- Julian Sefton-Green
- Elaine Sharplin
- Reesa Sorin
- Louise Townsin
- Peter Twining
- Dana Wilber
- Jason Wilson
- Denise Wood
Published Online: May 31, 2010
Abstract | References | Full Text: HTML, PDF (300 KB)
Bruce, B. (Ed.) (2003). Literacy in the information age: Inquiries into meaning making with new technologies. Newark, DE: International Reading Association.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Greenhow, C., Robelia, E., Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.
Hodas, S. (1993).Technology refusal and the organizational culture of schools. Educational Policy Analysis Archives 1(10). Retrieved March 27, 2009 http://epaa.asu.edu/epaa/v1n10.html
King, J., & O’Brien, D. (2002). Adolescents’ multiliteracies and their teachers’ needs to know: Toward a digital detente. In D.E. Alvermann (Ed.), Adolescents and literacies in a digital world. (pp. 40-50). New York: Peter Lang.
Lankshear, C., & Knobel, M. (2007). Sampling “the New” in New Literacies. In C. Lankshear & M. Knobel (Eds.), A New Literacies Sampler (pp. 1-24). New York: Peter Lang.
Leander, K. (2007). You won’t be needing your laptops today”: Wired bodies in the wireless classroom. In C. Lankshear & M. Knobel (Eds.), A New Literacies Sampler (pp. 25-48). New York: Peter Lang.
Leu, D. J. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, P. D. Pearson, and R. Barr (Eds.) Handbook of Reading Research, Volume III (pp. 743-770). Mahwah, NJ: Erlbaum.
Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., &
O’Neil M. (2007).What Is New about the New Literacies of Online Reading Comprehension? Retrieved October 25, 2008 from http://www.newliteracies.uconn.edu/pub_files/What_is_new_about_new_literacies_of_online_reading.pdf.
Luke, C. (2002). Re-crafting media and ICT literacies. In D.E. Alvermann (Ed.), Adolescents and Literacies in a Digital World (pp. 132-146). New York: Peter Lang.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
O’Reilly, T. (2005). What is Web 2.0?: Design patterns and business models for the next generation of software. Retrieved March 11, 2009 from http://oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
Semali, L., & Pailliotet, A.W. (Eds.). (1999). Intermediality: The teachers’ handbook of critical media literacy. Boulder, CO: Westview.
Shih, W. & Allen, M. (2006). Working with Generation-D: Adopting and adapting to cultural learning and change. Library Management, 28, 177-200.
Strauss, A., & Corbin, J. (1998b). Grounded theory methodology and overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 158–183). Thousand Oaks, CA: Sage.
Synovate (2007). Leisure time: Clean living youth shun new technology. Retrieved September 20, 2008 at: http://www.synovate.com/current/news/article/2007/02/leisure-time-clean-living-youth-shun-new-technolgy.html.
Warschauer, M. (2008). Laptops and literacy: A multi-site case study. Pedagogies: An International Journal, 3, 52–67.
Williams, P., & Rowlands, I. (2007). Information Behaviour of the Researcher of the Future: The Literature on Young People and their Information Behaviour. Retrieved September 20, 2008 from http://www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackageii.pdf.
Maryam Moayeri is a teacher and doctoral candidate at the University of British Columbia. Her research projects include exploring how teachers are incorporating internet practices into the curriculum and how youth are using the internet to learn. Her recent publications include “PhD in Pajamas: Kicking Back and Letting the Information Come to Me” to appear in Journal of Media Practice and “Collecting Online Data with Usability Testing Software” to appear in Prism.
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