2018 SSHRC Bibliography
Akerlind, G. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633-644.
Akerlind, G. (2018). What future for phenomenographic research? On continuity and development in the phenomenography and variation theory research tradition. Scandinavian Journal of Educational Research, 62(6), 949-958.
Alevizou, G. (2015). From OER to MOOCs: Critical perspectives on the historical mediation trajectories of open education. International Journal of Media & Cultural Politics, 11(2), 203-224.
Antoninis, M. & Montoya, S. (2018, March 18). A global framework to measure digital literacy. [weblog]. UNESCO. Retrieved from http://uis.unesco.org/en/blog/global-framework-measure-digital-literacy
Archer, M. S. (2003). Structure, agency, and the internal conversation. Cambridge, UK: Cambridge University Press.
Barton, G. (2018). Changing literacies – people, place and objects: A review essay. Pedagogies: An International Journal, 13(3). 280-287.
Bates, S. (2014, June). The anatomy of the 21st century educator. Presentation at King’s College Excellence in Teaching Conference, London. Retrieved from https://www.slideshare.net/EdPER_talks/the-anatomy-of-the-21st-century-educator
Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning Media and Technology, 40(3), 247-250.
Brown, J. S. & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 43(1), 17-32.
Brown, K., Shephard, K., Warren, D., Hesson, G., & Fleming, J. (2016). Using phenomenography to build an understanding of how university people conceptualize their community-engaged activities. Higher Education Research & Development, 35(4), 643-657.
Cairo, A. (2016). The truthful art: data, charts, and maps for communication. Peachpit.
Capetown Open Education Declaration After 10 Years. (2018). Ten directions to move open education forward. Retrieved from https://www.capetowndeclaration.org/cpt10/
Carr, P., Hoechsmann, M., & Thésée, G. (Eds.). (2018). Democracy 2.0: Media, political literacy and critical engagement. Boston, MA: Brill.
Cronin, C. (2016, November). Openness and praxis: exploring the use of open educational practices in higher education. Presentation at the Digital Learning Research Symposium, Dublin, Ireland.
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). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3096
Cronin, C. & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143.
Falkenburg, T. (Ed.) (2015). Handbook of Canadian research in initial teacher education. Canadian Association for Teacher Education (CATE), Polygraph Book Series 6. Retrieved from https://drive.google.com/file/d/0B3yy1OPnpomCbUwxS3BRdVpnTnc/view
Forster, M. (2016). Phenomenography: A methodology for information literacy research. Journal of Librarianship and Information Science, 48(4), 353-362.
Gee, J. P. (2015). Literacy and education. New York, NY: Routledge.
Gee, J. P. (2017). Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human. New York, NY: Teachers College Press
Hadziristic, T. (2017). The state of digital literacy in Canada: A literature review. Brookfield Institute for Innovation & Entrepreneurship. Retrieved from http://brookfieldinstitute.ca/wp-content/uploads/2017/04/BrookfieldInstitute_State-of-Digital-Literacy-in-Canada_LiteratureReview.pdf
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 55(4), 3-13.
Hildebrandt, K. & Couros, A. (2016). Digital selves, digital scholars: Theorising academic identity in online spaces. Journal of Applied Social Theory, 1(1). Retrieved from http://socialtheoryapplied.com/journal/jast/article/view/16/19
Hine, C. (2015). Ethnographic strategies for the embedded, embodied, everyday internet. In A. Markham (Ed.), Ethnography in a digital age. Huntington, GBR: Bloomsbury Publishing.
Hoeschmann, M. & DeWaard, H. (2015). Mapping Digital Literacy: Policy and Practice in the Canadian Landscape. Media Smarts Canada. Retrieved from http://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/mapping-digital-literacy.pdf
ISTE (International Society for Technology in Education). (2017). Standards for Educators. Retrieved from https://www.iste.org/standards/for-educators
Jordan, K. & Weller, M. (2017). Openness and education: A beginner’s guide. Global OER Graduate Network. Retrieved from https://www.slideshare.net/GO-GN/openness-and-education-a-beginners-guide
Kerin, R. (2009). Digital portraits: Teacher education and multiliteracies pedagogy. In V. Carrington & M. Robinson (Eds.), Digital literacies: Social learning and classroom practices. Washington, DC: Sage.
Kimmons, R. (2016). Expansive openness in teacher practice. Teachers College Record, 118(9), 1-26
Kosnik C., Rowsell J., Simon R. (2013) The Shifting Landscape of Literacy Teacher Education. In C. Kosnik, J. Rowsell, P. Williamson, R. Simon, C. Beck (Eds.), Literacy Teacher Educators. (pp. 191-203). SensePublishers, Rotterdam.
Lankshear, C. & Knoebel, M. (2010). DIY media: A contextual background and some contemporary themes. In C. Lankshear & M. Knoebel (Eds.), DIY media: Creating, sharing and learning with new technologies. (pp 1-24). New York, NY: Peter Lang.
Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(4), 4-11.
Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10, 177-200.
Markham, A. (2016). Ethnography in the digital internet era: From fields to flows, descriptions to interventions. In N. Denzin & Y. Lincoln (Eds.), Sage handbook of qualitative research. Draft version. Retrieved from http://jeremydean.org/blog/wp-content/uploads/2016/02/ethnographyinthedigitalera2016finaldraft.pdf
Markham, A. & Lindgren, S. (2014). From object to flow: Network sensibility, symbolic interactionism, and social media. In M. Johns, S-L Chen, & L. Terlip (Eds.), Symbolic interaction and new social media (Studies in symbolic interaction, 43) (pp. 7-41). Emerald Group Publishing Limited.
Media Smarts Canada. (n.d.). The intersection of digital and media literacy. [website]. Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy
OECD. (2018). Education at a Glance 2018: OECD Indicators. Paris: OECD Publishing. Retrieved from https://doi.org/10.1787/eag-2018-en.
Open Education Consortium. (n.d.) About the open education consortium. [website]. Retrieved from https://www.oeconsortium.org/about-oec/
Paskevicius, M. (2017). Conceptualizing open educational practices through the lens of constructive alignment. Open Praxis, 9(2), 125-140.
Petrarca, D. & Kitchen, J. (2017). A time of change in Ontario’s initial teacher education. In D. Petrarca & J. Kitchen (Eds.), Initial teacher education in Ontario: The first year of four-semester teacher education programs. Canadian Association for Teacher Education (CATE), Polygraph Book Series, 9. Retrieved from https://drive.google.com/file/d/0B-36OcipMmoPU2kyNzJ0ZWU1WlE/view
Ribble, M. (2015). Digital citizenship in schools – Nine elements all students should know. Arlington, VA: International Society for Technology in Education.
Salaz, A., Johnston, N., & Pickles, C. (2018). Faculty members who teach online: A phenomenographic typology of open access experiences. The Journal of Academic Librarianship, 44, 125-132.
Saldaña, J. (2016). The coding manual for qualitative researchers. Thunder Oaks, CA: Sage Publications Ltd.
Scott, J. (2017). Social network analysis 4th Edition. New York, NY: Sage
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved July 27, 2018 from http://www.elearnspace.org/Articles/connectivism.htm
SSHRC•CRSH. (2016, June). Leveraging knowledge for 21st century teaching and learning: Insights and opportunities for knowledge mobilization and future research. Retrieved from http://www.sshrc-crsh.gc.ca/society-societe/community-communite/ifca-iac/01-learning_report-apprentissage_rapport-eng.pdf
Stagg, A., Nguyen, L., Bossu, C., Partridge, H., Funk, J., & Judith, K. (2018). Open Educational Practices in Australia: A First-phase National Audit of Higher Education. The International Review Of Research In Open And Distributed Learning, 19(3).
Stordy, P. H. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456-476. doi:http://dx.doi.org/10.1108/JD-10-2013-0128
Wilson, C. & Jolls, T. (2015). Media and information literacy education: Fundamentals for global teaching and learning. In J. Singh, A. Grizzle, S. Yee, & S. Culver (Eds.), Media and information literacy for the sustainable development goals (pp. 59-66). UNESCO. Retrieved from https://milunesco.unaoc.org/wp-content/uploads/2015/07/milid_yearbook_20151.pdf
U21 Educational Innovation Steering Group (U21 EISG). (2017). U21 Teaching Indicators Project – Final Report. Universitas 21. Retrieved from https://universitas21.com/sites/default/files/2018-03/U21-Teaching-Indicators-Project-FINAL-Report-MASTER.pdf
Understanding media literacy inside Plato’s cave. (n.d.). Athabasca University. Retrieved from http://www.athabascau.ca/courses/cmns/medialit/intro.html
United Nations. (n.d.). Sustainable development goals 4: Quality education. Retrieved from https://www.un.org/sustainabledevelopment/education/
United Nations. (2018, September). Report of the secretary-general on the work of the organization. Retrieved from http://undocs.org/en/A/73/1
UNESCO. (2012). Shaping the education of tomorrow: 2012 report on the UN decade of education for sustainable development, abridged. Retrieved from http://unesdoc.unesco.org/images/0021/002166/216606e.pdf
UNESCO. (2017). Working group on education: Digital skills for life and work. Retrieved from http://unesdoc.unesco.org/images/0025/002590/259013e.pdf
UNESCO. (2017, September 8). Media and information literacy, a critical approach to literacy in the digital world. Retrieved from http://uis.unesco.org/en/blog/global-framework-measure-digital-literacy
Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209.
Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109-126. Retrieved from https://www.openpraxis.org/index.php/OpenPraxis/article/view/822
Wiley, D. (2016, March 16). ‘Open’ educational resources vs ‘Open’ pedagogy: Why meanings matter. [weblog]. Retrieved from http://opencontent.org/blog/archives/4496
Wiley, D., & Hilton III, J. (2018). Defining OER-Enabled Pedagogy. The International Review Of Research In Open And Distributed Learning, 19(4).
Zaidi, R. & Rowsell, J. (2017). Introduction: Literacy lives in transcultural times. In R. Zaidi & J. Rowsell (Eds.), Literacy in tran