This site requires Javascript to be turned on. Please enable Javascript and reload the page.

Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

References C-D

C21. (2012). Shifting minds: A 21st century vision of public education for Canada. Canadians for 21st Century Innovation and Learning. https://www.c21canada.org/wp-content/uploads/2012/05/C21-Canada-Shifting-Version-2.0.pdf
Caliandro, A., & Gandini, A. (2017). Qualitative research in digital environments: A research toolkit. Routledge, Taylor & Francis Group.
Calvino, I. (1979). A winter’s night a traveler. Harcourt Brace Jovanovich. https://literariness.org/wp-content/uploads/2019/07/Calvino-Italo-If-on-a-winters-night-a-traveler.pdf
Cam, E., & Kiyici, M. (2017). Perceptions of prospective teachers on digital literacy. Malaysian Online Journal of Educational Technology, 5(4), 29–44.
Canada’s Open Education Initiatives. (n.d.). BCCampus OpenEd. Retrieved July 8, 2021, from https://open.bccampus.ca/what-is-open-education/canadas-open-education-initiatives/
Cannon, S. O. (2018). Teasing transcription: Iterations in the liminal space between voice and text. Qualitative Inquiry, 24(8), 571–582. https://doi.org/10.1177/1077800417742412
Cantabrana, J. L., Usart Rodríguez, M., & Gisbert Cervera, M. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370
Cape Town open education declaration: Unlocking the promise of open educational resources. (2007). The Cape Town Open Education Declaration. https://www.capetowndeclaration.org/read-the-declaration
Carretero Gomez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use (EUR 28558 EN). Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/digcomp-21-digital-competence-framework-citizens-eight-proficiency-levels-and-examples-use
Carter, S., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17(10), 1316–1328. https://doi.org/doi: 10.1177/1049732307306927
Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0109-y
Castaño Muñoz, J., Vuorikari, R., Costa, P., Hippe, R., & Kampylis, P. (2023). Teacher collaboration and students’ digital competence—Evidence from the SELFIE tool. European Journal of Teacher Education, 46(3), 476–497. https://doi.org/10.1080/02619768.2021.1938535
Cervetti, G., Damico, J., & Pearson, P. D. (2006). Multiple literacies, new literacies, and teacher education. Theory Into Practice, 45(4), 378–386.
Chen, X., Xie, H., & Hwang, G.-J. (2020). A multi-perspective study on Artificial Intelligence in education: Grants, conferences, journals, software tools, institutions, and researchers. Computers and Education: Artificial Intelligence, 1, 100005. https://doi.org/10.1016/j.caeai.2020.100005
Chiappe, A., Amado, N., & Leguizamón, L. (2020). Educommunication in digital environments: An interaction´s perspective inside and beyond the classroom. Innoeduca. International Journal of Technology and Educational Innovation, 6(1), 34–41. https://doi.org/10.24310/innoeduca.2020.v6i1.4959
Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin. https://files.eric.ed.gov/fulltext/ED282491.pdf
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143–161.
CICAN. (2020). SDG Toolkit for Canadian Colleges and Institutes. https://sdgcicanguide.pressbooks.com/
Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research & Development, 59(4), 487–510.
Clandinin, D. J. (2015). Stories to live by on the professional knowledge landscape. Waikato Journal of Education, Special 20th Edition Anniversary Collection, 183–193.
Clifden, J., & Vagle, M. (2020). Walking into the posts. In E. Creely, J. Southcott, K. Carabott, & D. Lyons (Eds.), Phenomenological inquiry in education: Theories, practices, provocations and directions (1st ed.). Routledge. https://doi.org/10.4324/9780429285646
CMEC. (2020a). Pan-Canadian systems-level framework on global competencies. Council of Ministers of Education, Canada. https://www.cmec.ca/Publications/Lists/Publications/Attachments/403/Pan-Canadian%20Systems-Level%20Framework%20on%20Global%20Competencies_EN.pdf
Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21(2), 219–225. https://doi.org/10.1016/j.tate.2004.12.003
Collier, D. R. (2018). Doodling, borrowing, and remixing: Students inquiring across digitized spaces. The Reading Teacher, 72(1), 125–130. https://doi.org/doi:10.1002/trtr.1717
Collins, A., Seely Brown, J., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Lawrence Erlbaum Associates, Inc.
Connelly, F. M., Clandinin, D. J., & Ming, F. H. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674. https://doi.org/10.1016/S0742-051X(97)00014-0
Contact North. (2023, January 5). Ten Facts About ChatGPT. Teach Online. https://teachonline.ca/tools-trends/ten-facts-about-chatgpt
Couros, A. (2006). Examining the open movement: Possibilities and implications for education [Dissertation, University of Regina]. http://educationaltechnology.ca/publication_files/research/Dissertation-Couros-FINAL-06-WebVersion.pdf
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 109–127). Athabasca University Press.
Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Athabasca University Press. http://www.aupress.ca/books/120258/ebook/09_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf
Crawley, J. (2018). “Mapping backward” and “looking forward” by the ’invisible educators’—Reimaging research seeking “common features of effective teacher preparation.” Research in Post-Compulsory Education, 23(1), 23–34. https://doi.org/10.1080/13596748.2018.1420684
Creely, E., Southcott, J., Carabott, K., & Lyons, D. (Eds.). (2020). Phenomenological inquiry in education (Vol. 1st). Routledge. https://tinyurl.com/yheb8yjm
Cresswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education Inc.
Cronin, C. (2018). Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education [PhD Thesis, NUI Galway]. https://aran.library.nuigalway.ie/handle/10379/7276
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5). http://www.irrodl.org/index.php/irrodl/article/view/3096/4301
Cronin, C. (2016). OER16: A critical turn – Catherine Cronin. https://catherinecronin.net/conferences/thoughts-on-oer16/
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127–143.
Cummins, E., & Early, M. (2010). Identity texts: The collaborative creation of power in multilingual schools. Trentham Books. https://eric.ed.gov/?id=ED511425
Danesi, M. (2000). Encyclopedic dictionary of semiotics, media, and communications. University of Toronto Press.
Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (2022). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. Canadian Association for Teacher Education (CATE). https://doi.org/10.11575/PRISM/39534
Daviet, B. (2016). Revisiting the principle of education as a public good (ED-2016/WP/1). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245306
Definition of PDF. (n.d.). PCMAG. Retrieved June 21, 2023, from https://www.pcmag.com/encyclopedia/term/pdf
Definition of PNG. (n.d.). PCMAG. Retrieved June 21, 2023, from https://www.pcmag.com/encyclopedia/term/png
Definition of URL. (n.d.). PCMAG. Retrieved June 21, 2023, from https://www.pcmag.com/encyclopedia/term/url
Definition of USB. (n.d.). PCMAG. Retrieved June 21, 2023, from https://www.pcmag.com/encyclopedia/term/usb
Denzin, N. K. (2017). Critical qualitative inquiry. Qualitative Inquiry, 23(1), 8–16. https://doi.org/10.1177/1077800416681864
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd Edition). Sage.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE handbook of qualitative research (4th ed.). Sage Publications Inc.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2013). Collecting and interpreting qualitative materials (4th ed.). SAGE Publishing Inc.
DeVries, R. (2008). Piaget and Vygotsky: Theory and Practice in Early Education. In 21st century education: A reference handbook (pp. 184–193). SAGE Publications, Inc. https://doi.org/10.4135/9781412964012.n20
DeWaard, H. (2020). Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human, 2017. By J. P. Gee. Teachers College Press. 184 pages. ISBN 978-0-8077-5860-1. Canadian Journal of Learning and Technology / La Revue Canadienne de l’apprentissage et de La Technologie, 46(1). https://doi.org/10.21432/cjlt27939
DeWaard, H. (2021). Book review: Media education in Latin America. Journal of Media Literacy Education, 13(3), 163–165. https://doi.org/10.23860/JMLE-2021-13-3-18
DeWaard, H. (2022). Letting the light shine in: A tapestry of digital literacies in Canadian faculties of education. In L. Tomczyk & L. Fedeli (Eds.), Digital Literacy for Teachers. Springer Nature. https://link.springer.com/chapter/10.1007/978-981-19-1738-7_8
DeWaard, H. (2023). Finding educommunication: In search of praxis in Canadian educologies. In S. Gennaro, N. Higdon, & M. Hoechsmann (Eds.), Transformative practice in critical media literacy: Radical democracy and decolonized pedagogy in higher education. Routledge.
DeWaard, H., & Chavhan, R. (2022). Cross-cultural mentoring in tertiary education: Enhancing self-efficacy through collaboration and openness in professional learning. In D. Forbes & R. Walker (Eds.), Learning to teach online: Continuing professional learning and development for tertiary teachers (pp. 57–69). Springer. 10.1007/978-981-19-5587-7_5
DeWaard, H., & Hoechsmann, M. (2021). Landscape and terrain of digital literacy policy and practice: Canada in the twenty‐first century. In D. Frau‐Meigs, S. Kotilainen, M. Pathak‐Shelat, M. Hoechsmann, & S. R. Poyntz (Eds.), Handbook on media education research: Contributions from an evolving field (pp. 363–371). John Wiley & Sons, Inc. https://onlinelibrary.wiley.com/doi/10.1002/9781119166900.ch34
DeWaard, H., & Roberts, V. (2021). Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging. Distance Education, 42(2), 310–326. https://doi.org/https://doi.org/10.1080/01587919.2021.1910494
Dewey, J. (1910). How we think. D. C. Heath & Co. Publishers. https://www.gutenberg.org/files/37423/37423-h/37423-h.htm
Dewey, J. (1916). Chapter 7: The democratic conception in education. In Democracy and Education (pp. 85–104). Penn State. http://xroads.virginia.edu/~Hyper2/Dewey/ch07.html
Dixon, D. (2014a). Endless question: Youth becomings and the anti-crisis of kids in global Japan [PhD dissertation, Duke University]. https://dukespace.lib.duke.edu/dspace/handle/10161/8797
Dixon, D. (2014b). Endless questions: How to think while playing. Endless Question: Youth Becomings and the Anti-Crisis of Kids in Global Japan. http://scalar.usc.edu/students/endlessquestion/index
DQ institute. (2021). What is the DQ framework? Global standards for digital literacy, skills, and readiness. DQ Institute Global Standards for Digital Intelligence. https://www.dqinstitute.org/global-standards

This page has paths:

Contents of this path: