Into the Labyrinth : A PhD Comprehensive Portfolio

2019 SSHRC Bibliography

References and Citations 

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. 

Albion, P., Jones, D., Campbell, C., & Jones, J. (2017). Open educational practice and preservice teacher education: Understanding past practice and future possibilities. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. Austin, Texas United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/177356/ 

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. 

Bandura, A., 1925-. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148. https://doi.org/10.1207/s15326985ep2802_3 

Bates, S. (2014, June). The anatomy of the 21st century educator. Education presented at the Excellence of Teaching Conference, London, Ontario, Canada. Retrieved from https://www.slideshare.net/EdPER_talks/the-anatomy-of-the-21st-century-educator 

Bates, T. (2019, May 30). The coming crisis in Canadian post-secondary education: 3 – Some strategies for survival. Retrieved Oct. 9, 2019 from https://www.tonybates.ca/2019/05/30/the-coming-crisis-in-canadian-post-secondary-education-3-some-strategies-for-survival/ 

Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning Media and Technology, 40(3), 247-250. 

Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98–118. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/902/1827 

Briffa, N. J. (2015). e-Literacy Trends in Ontario’s 21st Century Education: Successes, Challenges, and Possibilities. PhD Dissertation, 201. Retrieved from https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6470&context=etd 

British Columbia Teachers Federation. (2019). Standards for the education, competence and professional conduct of educators in BC. [website]. Retrieved Oct. 10, 2019 from https://bctf.ca/NewTeachers.aspx?id=31794 

Britzman, D. (2000). Teacher education in the confusion of our times. Journal of Teacher Education, 51(3), 200–2005. 

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. 

Cibangu, S. K., & Hepworth, M. (2016). The uses of phenomenology and phenomenography: A critical review. Library & Information Science Research, 38, 148-160. Doi: http://dx.doi.org/10.1016/j.lisr.2016.05.001 

Clandinin, D. J. (2015). Stories to live by on the professional knowledge landscape. Waikato Journal of Education, Special 20th Edition Anniversary Collection, 183–193. 

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. Doi: https://doi.org/10.1016/S0742-051X(97)00014-0 

Cossham, A. F. (2017). An evaluation of phenomenography. Library and Information Research, 41(125), 17-31. 

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. 

Druick, Z. (2016). The myth of media literacy. International Journal of Communication, 10, 1125–1144. 

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. 

Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. Retrieved from https://www.learntechlib.org/primary/p/181966/. 

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 

Global OER Graduate Network. (n.d.). About GO-GN. Retrieved October 9, 2019 from http://go-gn.net/about/ 

Graziano, K., & Bryans-Bongey, S. (2018). Surveying the National Landscape of Online Teacher Training in K–12 Teacher Preparation Programs. Journal of Digital Learning in Teacher Education, 34(4), 259–277. https://doi.org/10.1080/21532974.2018.1498040 

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 

Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066 

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 

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teacher and Teacher Education, 67, 37–45. http://dx.doi.org/10.1016/j.tate.2017.05.016 

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 

Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28, 831–852. Doi: https://doi.org/10.1007/s10648-015-9352-0 

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 

Kirschner, P., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–232. https://doi.org/10.1007/s11412-018-9277-y 

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. 

la Velle, L. (2019). The theory-practice nexus in teacher education: new evidence for effective approaches. Journal of Education for Teaching, 45(4), 369–372. https://doi.org/10.1080/02607476.2019.1639267 

Lohnes Watulak, S., Woodard, R., Smith, A., Johnson, L., Phillips, N., & Wargo, K. (2018). Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography. Contemporary Issues in Technology and Teacher Education, 18(2), 289–312. 

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 

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 

Nascimbeni, F. (2018). Rethinking digital literacy for teachers in open and participatory societies. Research Gate. Retrieved from https://doi.org/10.4018/IJDLDC.2018070101 

Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4082 

OECD. (2018). Education at a Glance 2018: OECD Indicators. Paris: OECD Publishing. Retrieved from https://doi.org/10.1787/eag-2018-en. 

Ontario College of Teachers. (2019). Standards of practice. [website]. Retrieved from https://www.oct.ca/public/professional-standards/standards-of-practice 

Open Education Consortium. (n.d.) About the open education consortium. [website]. Retrieved from https://www.oeconsortium.org/about-oec/ 

Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming-teacher educator. In Enacting self-study as methodology for professional inquiry (pp. 181–188). Herstmonceux, UK: S-STEP. 

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. 

Ryberg, T., Buus, L., & Georgsen, M. (2012). Differences in understanding of networked learning theory: Connectivity or collaboration? In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the Theory, Pedagogy and Practice of Networked Learning. (pp. 43–58). New York: Springer. 

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 

Seko, Y., & Lewis, S. (2017). “We tend to err on the side of caution”: Ethical challenges facing Canadian research ethics boards when overseeing internet research. In M. Zimmer & K. Kinder-Kurlanda (Eds.), Internet Research Ethics for the Social Age (pp. 133–150). New York, NY: Peter Lang. 

Seward, T. P., & Nguyen, H. T. (2019). The digital imperative in the 21st century classroom: Rethinking the teacher-learner dynamic. Issues in Teacher Education, 28(1), 80–98. 

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 

Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. Seminar.Net: Media, Technology & Life-Long Learning, 14(2), 1–13. 

Trainin, G., Friedrich, L., & Deng, Q. (2018). The Impact of a Teacher Education Program Redesign on Technology Integration in Elementary Preservice Teachers. Contemporary Issues in Technology and Teacher Education, 18(4), 692–721. Retrieved from https://citejournal.s3.amazonaws.com/wp-content/uploads/v18i4general2.pdf Helen J. DeWaard, 2019. 

Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64(3), 262–275. Doi: https://doi.org/10.1177/0022487112471998 

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005 

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. 

Voithofer, R., Nelson, M., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Education Technology Research Development, 1–27. https://doi.org/10.1007/s11423-019-09652-9 

Watt, D. (2019). Video production in elementary teacher education as a critical digital literacy practice. Media and Communication, 7(2), 82–99. https://doi.org/10.17645/mac.v7i2.1967 

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). 

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 

Woloshyn, V. E., Kaefer, T., Savage, M., & Ratkovic, S. (2017). Exploring research methodologies: Mapping the Canadian education landscape as represented through two national journals. In S. Opic, B. Bognar, & S. Ratkovic (Eds.), New Approaches to research methodology in education (pp. 223–266). Zagreb: Faculty of Teacher Education: University of Zagreb. 

Yildiz, M., & De Abreau, B. (2014). Fostering global literacies among pre-service teachers through innovative transdisciplinary projects. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, (Hershey, PA: Information Science Reference, IGI Global), 75–90. https://doi.org/10.4018/978-1-466-4924-8.ch005 

Zaidi, R., & Rowsell, J. (2017). Introduction: Literacy lives in transcultural times. In R. Zaidi & J. Rowsell (Eds.), Literacy in transcultural times (pp. 1-15). New York, NY: Routledge 

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