| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A Flat CHAT perspective on transliteracies development
|
Smith, Anna
|
|
|
24 |
C |
p.
|
article
|
| 2 |
Approaching writing and learning as interdependent processes
|
Mäkitalo, Åsa
|
|
|
24 |
C |
p.
|
article
|
| 3 |
Boundary crossing and identity re-negotiation in internships: The integrative, future-oriented and transformational potential of interns' identity project
|
Popov, Jelena
|
|
|
24 |
C |
p.
|
article
|
| 4 |
Cause or consequence? Framing and keying mediation in a French secondary classroom
|
Joigneaux, Christophe
|
|
|
24 |
C |
p.
|
article
|
| 5 |
Coming to act with tables: Tracing the laminated trajectories of an engineer-in-the-making
|
Roozen, Kevin
|
|
|
24 |
C |
p.
|
article
|
| 6 |
Developing methods to trace participation patterns across online writing
|
Magnifico, Alecia Marie
|
|
|
24 |
C |
p.
|
article
|
| 7 |
Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children
|
Rojas-Drummond, Sylvia
|
|
|
24 |
C |
p.
|
article
|
| 8 |
Editorial Board
|
|
|
|
24 |
C |
p.
|
article
|
| 9 |
Editorial: Writing across: Tracing transliteracies as becoming across time, space, and settings
|
Prior, Paul
|
|
|
24 |
C |
p.
|
article
|
| 10 |
From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting
|
Gebre, Engida H.
|
|
|
24 |
C |
p.
|
article
|
| 11 |
From “newbie” to professional: Identity building and literacies in an online affinity space
|
Shafirova, Liudmila
|
|
|
24 |
C |
p.
|
article
|
| 12 |
Health literacy as knowledge construction: Learning about health by expanding objects and crossing boundaries in networked activities
|
Nikolaidou, Zoe
|
|
|
24 |
C |
p.
|
article
|
| 13 |
“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons
|
Kervinen, Anttoni
|
|
|
24 |
C |
p.
|
article
|
| 14 |
Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona
|
Morlà-Folch, Teresa
|
|
|
24 |
C |
p.
|
article
|
| 15 |
Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action
|
Davis, Natalie R.
|
|
|
24 |
C |
p.
|
article
|
| 16 |
Making meaning of children's social interactions: The value tensions among school, classroom, and peer culture
|
Audley, Shannon
|
|
|
24 |
C |
p.
|
article
|
| 17 |
Mechanisms of interest sustainment
|
Slot, E.M.
|
|
|
24 |
C |
p.
|
article
|
| 18 |
Mediation and boundary marking: A case study of making literacies across a makerspace
|
Shivers-McNair, Ann
|
|
|
24 |
C |
p.
|
article
|
| 19 |
“Of course we have criteria” Assessment criteria as material semiotic means in face-to-face assessment interaction
|
Meyer-Beining, Janna
|
|
|
24 |
C |
p.
|
article
|
| 20 |
Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
|
Warwick, Paul
|
|
|
24 |
C |
p.
|
article
|
| 21 |
Representations of students becoming as writers
|
Wynhoff Olsen, Allison
|
|
|
24 |
C |
p.
|
article
|
| 22 |
Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children
|
Herder, Anke
|
|
|
24 |
C |
p.
|
article
|
| 23 |
Studying the relations between motives and motivation – How young children develop a motive orientation for collective engineering play
|
Fleer, Marilyn
|
|
|
24 |
C |
p.
|
article
|
| 24 |
Tensions for primary school pupils when working with multiplication tools
|
Kaufmann, Odd Tore
|
|
|
24 |
C |
p.
|
article
|
| 25 |
The contradictions within inclusion in Brazil
|
Cenci, Adriane
|
|
|
24 |
C |
p.
|
article
|
| 26 |
The most effective element in conceptualization is social interaction, not source or modality: A new model of the conceptual development in children
|
Yıldız, Tolga
|
|
|
24 |
C |
p.
|
article
|
| 27 |
The potential of social learning in community gardens and the impact of community heterogeneity
|
Rogge, Nicole
|
|
|
24 |
C |
p.
|
article
|
| 28 |
Tracing networked writing in an online community through resonance maps
|
Hall, Matthew
|
|
|
24 |
C |
p.
|
article
|
| 29 |
Turn-taking and sense making: Children and professionals co-producing and revisiting multimodal books during transition from day-care to school
|
Odgaard, Ane Bjerre
|
|
|
24 |
C |
p.
|
article
|
| 30 |
What's brought along and brought about: Negotiating writing practices in two high school classrooms
|
Goff, Brenton
|
|
|
24 |
C |
p.
|
article
|
| 31 |
Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science
|
Adams-Wiggins, Karlyn R.
|
|
|
24 |
C |
p.
|
article
|
| 32 |
‘Writing across’ as a mode of research
|
Pahl, Kate
|
|
|
24 |
C |
p.
|
article
|
Journal description