Constructing learning dialogically; learners, contexts and resources. Exploring how students and teachers participate in game-based learning and digital storytelling in educational settings
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- Institutt for pedagogikk [2445]
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Article I: Silseth, K. & Erstad, O. (2012). Mirroring the surfaces of the self: Exploring literacy practices of digital storytelling. In S. Østerud, B. Gentikow & E. G. Skogseth (Eds.), Literacy practices in late modernity: Mastering technological and cultural convergences (pp. 225-244). New York: Hampton Press. The paper is removed from the thesis in DUO due to publisher restrictions. |
Article II: Silseth, K. & Arnseth, H. C. (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology, 17(1), 65-80. The paper is removed from the thesis in DUO due to publisher restrictions. The published version is available at: https://doi.org/10.1177/1354067X10388842 |
Article III: Silseth, K. (2012). The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning, 7(1), 63–84. The paper is removed from the thesis in DUO due to publisher restrictions. The published version is available at: https://doi.org/10.1007/s11412-011-9132-x |
Article IV: Silseth, K. (submitted). Surviving the impossible: Studying students’ constructions of digital stories on World War II. The paper is removed from the thesis in DUO due to publisher restrictions. The published version is available at: https://doi.org/10.1016/j.lcsi.2013.04.004 |