Resources

Videos

 

Websites
  • A comprehensive overview of Knowledge Forum® software - includes demos, case studies, reviews, and product trials.

  • Professional Development Network for Knowledge Building in Schools - includes international supports, resources, and networking opportunities for teachers wishing to create Knowledge Building classrooms.

 

Publications

Knowledge Building bibliography since 1996 - journal articles, book chapters and books relevant to knowledge building by the IKIT community

2012

Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers and Education, 58(3), 874-884.

Chuy, M., Scardamalia, M., & Bereiter, C. (2012). Development of ideational writing through knowledge building: Theoretical and empirical bases. In E. L. Grigorenko, E. Mambrino, & David D. Preiss (Eds), Writing, A Mosaic of New Perspectives (pp. 175-190). New York, NY: Psychology Press.

Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. McGaw, & E. Care (Eds), Assessment and Teaching of 21st Century Skills (pp. 231-300). Dordrecht, The Netherlands: Springer Science+Business Media.

2011

Bielaczyc, K., Hakkarainen, K., Ritella, G., Seitamaa-Hakkarainen, P., Stahl, G., Scardamalia, M., & Bereiter, C. (2011, July). Strengthening the conceptual foundations of Knowledge Building theory and pedagogy. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. III (pp. 1089-1094). Hong Kong, China: International Society of the Learning Sciences, Inc.

Chen, B., Chuy, M., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Evaluation by Grade 5 and 6 students of the promisingness of ideas in Knowledge-Building discourse. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. II (pp. 571-575). Hong Kong, China: International Society of the Learning Sciences, Inc.

Chuy, M., Scardamalia, M., Resendes, M., Chen, B., Tarchi, C., Messina, R., Morley, E., Hamel, C., Bielaczyc, K., & Zhang, J. (2011, July). Getting started and sustaining Knowledge Building. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. III (pp. 1123-1125). Hong Kong, China: International Society of the Learning Sciences, Inc.

Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Does contributing to a Knowledge Building dialogue lead to individual advancement of knowledge? In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. I (pp. 57-63). Hong Kong, China: International Society of the Learning Sciences, Inc.

Laferrière, T., Perreault, C., Boutin, P. A., Law, N., Yuen, J., Montané, M., Hernandez Lopez, O., Boluda, P., & Blancafort, M. (2011). Knowledge Building International Project: Designs for deep understanding. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL 2011: Computer-supported collaborative learning. Connecting research to policy and practice. Conference proceedings, vol 3 (pp. 1178-1181). International Society of the Learning Sciences & Center for Information Technology in Education, University of Hong Kong.

Laferriere, T., Viilo, M., Seitamaa-Hakkarainen, P., Hakkarainen, K., Oshima, J., Scardamalia, M., Bereiter, C., Chen, B., Chuy, M., Resendes, M., van Aalst, J., Chan, C., Bielaczyc, K., Hong, H-Y., & Zhang, J. (2011, July). Enhancing the social and cognitive benefits of digital tools and media. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. III (pp. 1111-1118). Hong Kong, China: International Society of the Learning Sciences, Inc.

Resendes, M., Chuy, M., Chen, B., & Scardamalia, M. (2011). Ways of contributing to a Knowledge-Building dialogue in history. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. II (pp. 998-1000). Hong Kong, China: International Society of the Learning Sciences, Inc.

Zhang, J., Hong., H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.

Zhang, J., Scardamalia, M., Chan, C., van Aalst, J., Yuen, H.F., Tse, H., Morley, E., Messina, R., & Kolodner, J. (2011). A principle-based approach to Knowledge Building: Processes, challenges, and implications. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL2011 Computer Supported Collaborative Learning: Connecting Research to Policy and Practice, Conference Proceedings, Vol. III (pp. 1053-1058). Hong Kong, China: International Society of the Learning Sciences, Inc.

2010

Allaire, S. (2010). L’École éloignée en réseau: réflexion sur de multiples facettes de l’engagement social du chercheur oeuvrant dans un contexte d’innovation sociale et technologique. Recherches Qualitatives, 29(2). Retrieved from http://www.recherche-qualitative.qc.ca/numero29(2)/RQ_29(2)_Allaire.pdf

Allaire, S., & Laferrière, T. (2010). Patterns d’interactions écrites asynchrones entre des classes branchées en réseau. Revue canadienne de l’apprentissage et de la technologie, 35(3). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/540/263

Bereiter, C., & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/585

Cacciamani, S. (2010). Towards a Knowledge Building Community: From Guided to Self-Organized Inquiry. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/582

Chai, C. S., Deng, F., Wong, B., & Qian, Y. Y. (2010). South China education majors' epistemological beliefs and their conceptions of the nature of science. Asia-Pacific Education Researcher, 19(1), 111-125.

Chai, C. S., Teo, T., & Lee, C. B. (2010). Modelling the relationships among beliefs about learning, knowledge, and teaching of pre-service teachers in Singapore. Asia-Pacific Education Researcher, 19(1), 25-42.

Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010). Understanding the nature of science and scientific progress: A theory-building approach. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/580

Erkunt, H. (2010). Emergence of epistemic agency in a college level educational technology course for pre-service teachers engaged in CSCL. The Turkish Online Journal of Educational Technology, 9(3). Retrieved from http://www.tojet.net/articles/934.pdf

Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early Development of Graphical Literacy through Knowledge Building. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/581

Hong, H. Y., & Lin, S. P. (2010). Teacher-education students' epistemological belief change through collaborative knowledge building. Asia-Pacific Education Researcher, 19(1), 99-110.

Hong, H. Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/579

Laferrière, T., Montane, M., Gros, B., Alvarez, I., Bernaus, M., Breuleux, A., Allaire, S., Hamel, C., & Lamon, M. (2010). Partnerships for Knowledge Building: An Emerging Model. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/578

Lax, L., Scardamalia, M., Watt-Watson, J., Hunter, J., & Bereiter, C. (2010). Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/584

Looi, C.-K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41, 154-169.

Lossman, H., & So, H.-J. (2010). Toward pervasive knowledge building discourse: Analyzing online and offline discourses of primary science learning in Singapore. Asia Pacific Education Review, 11, 121-129.

Moss, J., & Beatty, R. (2010). Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/575

Peters, V. L., & Hewitt, J. (2010). An investigation of student practices in asynchronous computer conferencing courses. Computers & Education, 54, 951-961.

Philip, D. (2010). Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/577

Sakamoto, M., Yamaguchi, E., Inagaki, S., Oshima, J., Oshima, R., Murayama, I., et al. (2010). Fostering elementary school students' arguments related to knowledge building : Development and change of a curriculum on a socioscientific issue. Japanese Journal of Educational Psychology, 58(1), 95-107.

Scardamalia, M., & Bereiter, C. (2010). A Brief History of Knowledge Building. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/574

Seitamaa-Hakkarainen, P., Viilo, M., & Hakkarainen, K. (2010). Learning by collaborative designing: Technology-enhanced knowledge practices. International Journal of Technology and Design Education, 20, 109-136.

So, H.-J., Seah, L. H., & Toh-Heng, H. L. (2010). Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. Computers & Education, 54, 479-490.

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap. Canadian Journal of Learning and Technology 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/576

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38, 147-171.

van Aalst, J., & Truong, M. S. (2010). Promoting knowledge-creation discourse in an Asian Primary Five classroom: Results from an inquiry into life cycles. International Journal of Science Education.

Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58, 229-243.

Zhang, J., & Sun, Y. (2010). Reading for idea advancement in a Grade 4 knowledge building community. Instructional Science 1-24. doi:doi:10.1007/s11251-010-9135-4

2009

Bereiter, C. (2009). Innovation in the absence of principled knowledge: The case of the Wright brothers. Creativity and Innovation Management, 18(3), 234-241.

Bereiter, C., & Scardamalia, M. (2009). Teaching how science really works. Education Canada, 49(1), 14-17.

Brett, C., Forrester, B., & Fujita, N. (2009). Online learning journals as an instructional and self-assessment tool for epistemological growth. Canadian Journal of Learning and Technology/La Revue Canadienne de l’Apprentissage et de la Technologie [online], 35(1).

Chai, C. S., Hong, H. Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT use: A comparative study. Asia-Pacific Education Researcher, 18(1), 117-128.

Chai, C. S., & Tan, S. C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. Teachers College Record, 111(5), 1296-1327.

Chai, C. S., Teo, T., & Lee, C. B. (2009). The change in epistemological beliefs and beliefs about teaching and learning: A study among pre-service teachers. Asia-Pacific Journal of Teacher Education, 37, 351-362.

Erkunt, H. (2009). Developing electronic portfolios in a computer-supported collaborative learning environment. In M. Chang & C. Kuo (Eds.), Handbook of research on computer-enhanced language and culture learning. Hershey, PA: Idea Group, Inc.

Erstad, O., Gilje, Ø., Sefton-Green, J., & Vasbø, K. (2009). Exploring 'learning lives': Community, identity, literacy and meaning. Literacy, 43, 100-106.

Fillion, G., Limayem, M., Laferriere, T., & Mantha, R. (2009). Integrating ICT into higher education: Investigating onsite and online professors' points of view. International Journal on E-Learning, 8, 17-55.

Hakkarainen, K. (2009a). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4, 213-231.

Hakkarainen, K. (2009b). Three generations of technology-enhanced learning. British Journal of Educational Technology, 40, 879-888.

Hixon, E., & So, H.-J. (2009). Technology's role in field experiences for preservice teacher training. Educational Technology & Society, 12, 294-304.

Hong, H. Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57, 613-627.

Land, S. M., Draper, D. C., Ma, Z., Hsieh, H.-W., Smith, B. K., & Jordan, R. (2009). An investigation of knowledge-building activities in an online community of practice at Subaru of America. Performance Improvement Quarterly, 22(3), 23-36.

Lax, L. R., Rusell, M. L., Nelles, L. J., & Smith, C. M. (2009). Scaffolding knowledge building in a web-based communication and cultural competence program for international medical graduates. Academic Medicine, 84(10 Suppl.), S5-8.

Looi, C.-K., Wong, L.-H., So, H.-J., Seow, P., Toh, Y., Chen, W., et al. (2009). Anatomy of a mobilized lesson: Learning "my way". Computers & Education, 53, 1120-1132.

McAuley, A. (2009). Knowledge building in an aboriginal context. Canadian Journal of Learning and Technology/La Revue Canadienne de l’Apprentissage et de la Technologie [online], 35(1). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/514/244.

Niu, H., & van Aalst, J. (2009). Participation in knowledge-building discourse: An analysis of online discussions in mainstream and honours social studies courses. Canadian Journal of Learning and Technology/La Revue Canadienne de l’Apprentissage et de la Technologie [online], 35(1). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/515/245

So, H.-J., Seow, P., & Looi, C. K. (2009). Location matters: Leveraging knowledge building with mobile devices and web 2.0 technology. Interactive Learning Environments, 17, 367-382.

van Aalst, J. (2009). Distinguishing knowledge sharing, construction, and creation discourses. International Journal of Computer-Supported Collaborative Learning, 4, 259-288.

Zhang, J. (2009). Toward a creative web for learners and teachers. Educational Researcher, 38, 274-279.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18, 7-44.

2008

Allaire, S. (2008). Soutenir le cheminement de stage d’apprentis enseignants au secondaire par un environnement d’apprentissage hybride. Revue canadienne de l’apprentissage et de la technologie, 34(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/492/223

Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation. In C. f. E. R. a. Innovation (Ed.), Innovating to learn, learning to innovate (pp. 67-91). Paris, France: OECD Publishing.

Chan, C. K. K., & van Aalst, J. (2008). Collaborative inquiry and knowledge building in networked multimedia environments. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 299-316). Dordrecht, the Netherlands: Springer.

Fillion, G., Limayem, M., Laferriere, T., & Mantha, R. (2008). Integrating ICT into higher education: A study of onsite vs. online students' and professors' perceptions. International Journal of Web-Based Learning and Teaching Technologies, 3, 48-72.

Mylopoulos, M., & Scardamalia, M. (2008). Doctors' perspectives on their innovations in daily practice: Implications for knowledge building in health care. Medical Education, 42, 975-981.

Reeve, R., Messina, R., & Scardamalia, M. (2008). Wisdom in elementary school. In M. Ferrari & G. Potworowski (Eds.), Teaching for wisdom: Cross-cultural perspectives on fostering wisdom. New York, NY: Springer Science + Business Media.

Ryymin, E., Palonen, T., & Hakkarainen, K. (2008). Networking relations of using ICT within a teacher community. Computers & Education, 51, 1264-1282.

Scardamalia, M., & Bereiter, C. (2008). Pedagogical biases in educational technologies. Educational Technology, XLVIII(3), 3-11.

Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre-service teachers. Asia-Pacific Journal of Teacher Education, 36, 163-174.

2007

de Jong, F. P. C. M. (2007). Doen, leren, kenniscreatie en de kennissamenleving: competentiegerichte kennisontwikkeling en professionalisering van docenten [Doing, learning, knowledge creation and the knowledge society: competency-based knowledge development and professionalization of docents]. In P. Wilhelm (Ed.), Jaarboek kennissamenleving 2007 (pp. 97-122).

Erstad, O., Gilje, & de Lange, T. (2007). Re-mixing multimodal resources: Multiliteracies and digital production in Norwegian media education. Learning, Media and Technology, 32, 183-198.

Hewitt, J., & Brett, C. (2007). The relationship between class size and online activity patterns in asynchronous computer conferencing environments. Computers & Education, 49, 1258-1271.

Laferrière, T., Erickson, G., & Breuleux, A. (2007). Innovative models of web-supported university-school partnerships. Canadian Journal of Education, 30, 211-238.

Resta, P., & Laferriere, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19, 65-83.

Scardamalia, M., & Bereiter, C. (2007). Fostering communities of learners and knowledge building: An interrupted dialogue. In J. C. Campione, K. E. Metz & A. S. Palinscar (Eds.), Children’s learning in the laboratory and in the classroom: Essays in honor of Ann Brown. Mahwah, NJ: Lawrence Erlbaum Assciates.

Timmons, V., Critchley, K., Campbell, B., McAuley, A., Taylor, J., & Walton, F. (2007). Knowledge translation case study: A rural community collaborates with researchers to investigate health issues. Journal of Continuing Education in the Health Professions, 27, 183-187.

van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16(2), 175-220.

Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55, 301-314.

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development, 55, 117-145.

2006

Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates.

Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15(3), 301-329.

Bielaczyc, K., & Collins, A. (2006). Technology as a catalyst for fostering knowledge-creating communities. In A. M. O'Donnell, C. E. Hmelo-Silver & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 37-60). Mahwah NJ: Lawrence Erlbaum Associates.

Cacciamani, S. (2006). Knowledge building community in a health care service: A case study. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity (pp. 57-65). Rotterdam, the Netherlands: Sense Publishers.

Chai, C. S., & Merry, R. (2006). Teachers' perceptions of teaching and learning in a knowledge-building community: An exploratory case study. Learning, Media and Technology, 31(2), 133-148.

Chan, C. K. K., & van Aalst, J. (2006). Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers. Teaching Education, 17, 7-26.

Chan, T. W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.

Critchley, K., Campbell, B., McAuley, A., & Walton, F. (2006). Engaging the community: Knowledge translation as transformation in the lives of children in one rural community of Prince Edward Island. Journal of Rural and Community Development, 2(1).

de Jong, F. (2006). Inaugurele rede ter aanvaarding van Lectoraat ‘Ontwikkeling van leren en leraren in competentie gericht onderwijs’ [Inaugural address: Development of learning and teachers in competency-based education]. Den Bosch, the Netherlands: Stoas Hogeschool.

Laferrière, T., Lamon, M., & Breuleux, A. (2006). Blended learning environments. In P. Resta (Ed.), Teacher development in an e-learning age: A policy and planning guide. Paris, France: UNESCO.

Laferrière, T., Lamon, M., & Chan, C. K. K. (2006). Emerging e-trends and models in teacher education and professional development. Teaching Education, 17, 75-90.

Lai, M., & Law, N. (2006). Peer scaffolding of knowledge building through collaborative groups with differential learning experiences. Journal of Educational Computing Research, 35, 123-144.

Lamon, M., Laferriere, T., & Breuleux, A. (2006). Networked communities. In P. Resta (Ed.), Teacher development in an e-learning age: A policy and planning guide. Paris, France: UNESCO.

Lax, L., Singh, A., Scardamalia, M., & Librach, L. (2006). Self-assessment for knowledge building in health care. QWERTY: Journal of Technology and Culture, 1(2), 19-37.

Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1, 277-307.

Moss, J., & Beatty, R. (2006). Knowledge building in mathematics: Supporting collaborative learning in pattern problems. International Journal of Computer-Supported Collaborative Learning, 1, 441-465.

Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Yamamoto, T., et al. (2006). Knowledge-building activity structures in Japanese elementary science pedagogy. International Journal of Computer-Supported Collaborative Learning, 1(2), 229-246.

Scardamalia, M. (2006). Technology for understanding. In K. Leithwood, P. McAdie, N. Bascia & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator needs to know (pp. 103-109). Thousand Oaks, CA: Corwin Press.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). New York, NY: Cambridge University Press.

Tan, S. C., Hung, D., & Scardamalia, M. (2006). Education in the knowledge age: Engaging learners through knowledge building. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies. Dordrecht, the Netherlands: Springer.

van Aalst, J. (2006). Rethinking the nature of online work in asynchronous learning networks. British Journal of Educational Technology, 37, 279-288.

van Aalst, J., & Cummings, M. (2006). Implementing knowledge building: Analysis of a face-to-face discussion by Grade Four students. Canadian Journal of Science, Mathematics, and Technology Education, 6, 351-368.

van Aalst, J., & Hill, C. M. (2006). Activity theory as a framework for analysing knowledge building. Learning Environments Research, 9, 23-44.

2005

Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood & D. Livingstone (Eds.), International handbook of educational policy (pp. 749-761). Dordrecht, the Netherlands: Springer.

Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567-589.

Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers' pedagogical designs for technology-supported collective inquiry: A national case study. Computers & Education, 45(3), 337-356.

Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology-mediation and tutoring: How do they shape progressive inquiry discourse? Journal of the Learning Sciences, 14(4), 527-565.

Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor: An emergent epistemological approach to learning. Science & Education, 14(6), 535-557.

Philip, D. (2005). The knowledge building paradigm: A model of learning for Net Generation students. Innovate: Journal of Online Education, 3(5). Retrieved from http://www.innovateonline.info/index.php?view=article&id=368

Scardamalia, M. (2005). Online learning and knowledge building environments. In G. Kearsley (Ed.), Online learning: Personal reflections on the transformation of education (pp. 350-358). Englewood Cliffs, NJ: Educational Technology Publications.

Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new science? European Journal of School Psychology, 3, 263-282.

Scardamalia, M., Zhang, J., & Sun, Y. (2005). Fostering knowledge building communities with technology [in Chinese]. Modern Educational Technology, 15(3), 5-13.

Veermans, M., Lallimo, J., & Hakkarainen, K. (2005). Patterns of guidance in inquiry learning. Journal of Interactive Learning Research, 16, 179-194.

2004

Brett, C. (2004). Off-line factors contributing to online engagement. Technology, Pedagogy and Education, 13(1), 83-95.

Chan, C. K. K., & van Aalst, J. (2004). Learning, assessment, and collaboration in computer-supported learning environments. In J. W. Strijbos, P. A. Kirschner & R. L. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp. 87-112). Dordrecht, the Netherlands: Kluwer Publishers.

Hakkarainen, K. (2004a). Communities of networked expertise: Professional and educational perspectives. Emerald Group Pub Ltd.

Hakkarainen, K. (2004b). Pursuit of explanation within a computer-supported classroom. International Journal of Science Education, 26(8), 979-996.

Lahti, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2004). Collaboration patterns in computer supported collaborative designing. Design Studies, 25(4), 351-371.

Lax, L., Tylor, I., Wilson-Pauwels, L., & Scardamalia, M. (2004). Dynamic curriculum design in biomedical communications: Integrating a knowledge building approach and a Knowledge Forum® learning environment in a medical legal visualization course. Journal of Biocommunications, 30(1), 6-12.

Nason, R., & Woodruff, E. (2004). Online collaborative learning in mathematics: Some necessary innovations. Online collaborative learning: Theory and Practice, 103-131.

O'Neill, D. K. (2004). Building social capital in a knowledge-building community: Telementoring as a catalyst. Interactive Learning Environments, 12, 179-208.

O'Neill, D. K., & Polman, J. L. (2004). Why educate "little scientists"? Examing the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41, 234-266.

Oshima, J., Murayama, I., & Takenaka, M. (2004). Design experiments in Japanese elementary science education with computer support for collaborative learning: Hypothesis testing and collaborative construction. International Journal of Science Education, 26, 1199-1221.

Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74, 557-576.

Scardamalia, M. (2004a). CSILE/Knowledge Forum®. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (pp. 183-192). Santa Barbara, CA: ABC-CLIO.

Scardamalia, M. (2004b). Instruction, learning, and knowledge building: Harnessing theory, design, and innovation dynamics. Educational Technology & Society, 44(3), 30-33.

Scardamalia, M. (2004c). Knowledge technologies in education: Beyond learning environments. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (pp. 393-400). Santa Barbara, CA: ABC-CLIO.

Scardamalia, M. (2004d). Reflections on the transformation of education for the knowledge age. Teoría de la Educación: Educación y cultura en la sociedad de la información, 5. Retrieved from http://www3.usal.es/~teoriaeducacion/default.htm

Zhang, J., Chen, Q., Sun, Y., & Reid, D. J. (2004). Triple scheme of learning support design for scientific discovery learning based on computer simulation: Experimental research. Journal of Computer Assisted Learning, 20(4), 269-282.

2003

Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle & J. van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 55-68). Oxford UK: Pergamon.

Hakkarainen, K. (2003a). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6, 199-220.

Hakkarainen, K. (2003b). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40, 1072-1088.

Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28, 31-45.

Lahti, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2003). Piloting participatory designing within a collaborative learning environment. Journal of Interactive Learning Research, 14, 185-207.

Lipponen, L., Rahikainen, M., Hakkarainen, K., & Palonen, T. (2003). Efffective participation and discourse through a computer network: Investigating elementary students' computer supported interaction. Journal of Educational Computing Research, 27(4), 355-384.

Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students' computer-supported collaborative learning. Learning and Instruction, 13, 487-509.

Murphy, E., & Laferriere, T. (2003). Virtual communities for professional development: Helping teachers map the territory in landscapes without bearings. Alberta Journal of Educational Research, 49, 70-82.

Scardamalia, M. (2003a). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 78-81.

Scardamalia, M. (2003b). K-12 classrooms as models of collaborative knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 80-81.

Scardamalia, M. (2003c). Knowledge building. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 10-14.

Scardamalia, M. (2003d). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 1370-1373). New York, NY: Macmillan Reference.

Scardamalia, M. (2003e). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269-272). Thousand Oaks, CA: Sage Publications.

Scardamalia, M. (2003f). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 23-28.

Scardamalia, M. (2003g). Knowledge Society Network (KSN): Toward an expert society for democratizing knowledge. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 63-66.

Scardamalia, M. (2003h). Participatory telementoring. Journal of Distance Education, 17(Suppl. 3, Learning Technology Innovation in Canada), 70-71.

Scardamalia, M., & Bereiter, C. (2003). Beyond brainstorming: Sustained creative work with ideas. Education Canada, 43(4), 4-7, 44.

2002

Bereiter, C. (2002). Education and mind in the Knowledge Age. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Bereiter, C. (2002). Liberal education in a knowledge society. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 11-33). Chicago, IL: Open Court.

Carr, M. M., Hewitt, J., Scardamalia, M., & Reznick, R. K. (2002). Internet-based otolaryngology case discussions for medical students. The Journal of Otolaryngology, 31(4), 197-201.

Caswell, B., & Bielaczyc, K. (2002). Knowledge Forum: Altering the relationship between students and scientific knowledge. Education, Communication & Information, 1(3), 281-305.

de Jong, F. C. P. M., Veldhuis-Diermanse, E., & Lutgens, G. (2002). Computer-supported collaborative learning in university and vocational education. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 111-128). Mahwah, NJ: Lawrence Erlbaum Associates.

Erstad, O. (2002). Norwegian students using digital artifacts in project-based learning. Journal of Computer Assisted Learning, 18, 427-437.

Hakkarainen, K., Lipponen, L., & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 11-41). Mahwah, NJ: Lawrence Erlbaum Associates.

Hakkarainen, K., & Sintonen, M. (2002). The interrogative model of inquiry and computer-supported collaborative learning. Science & Education, 11(1), 25-43.

Hewitt, J. (2002). From a focus on task to a focus on understanding: The cultural transformation of a Toronto classroom. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL2: Carrying forward the conversation (pp. 11-41). Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.

2001

Chan, C. K. K. (2001). Peer collaboration and discourse patterns in learning from incompatible information. Instructional Science, 29, 443-479.

Chan, C. K. K., & Sachs, J. (2001). Beliefs about learning in children's understanding of science texts. Contemporary Educational Psychology, 26, 192-210.

Hewitt, J. (2001). Beyond threaded discourse. International Journal of Educational Telecommunications, 7(3), 207-221.

Kalchman, M., Moss, J., & Case, R. (2001). Psychological models for development of mathematical understanding: Rational numbers and functions. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 1-38). New York, NY: Routledge.

McAuley, S. (2001). Creating a community of learners: Computer support in the Eastern Arctic. Education Canada, 40(4), 8-11.

O'Neill, D. K. (2001). Knowing when you've brought them in: Scientific genre knowledge and communities of practice. The Journal of the Learning Sciences, 10, 223-264.

Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2, 171-176.

Seitamaa-Hakkarainen, P., Raunio, A., Raami, A., Muukkonen, H., & Hakkarainen, K. (2001). Computer support for collaborative designing. International Journal of Technology and Design Education, 11(2), 181-202.

2000

Bereiter, C., & Scardamalia, M. (2000). Process and product in Problem-Based Learning (PBL) research. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-Based Learning, a research perspective on learning interactions (pp. 185-195). Mahwah, NJ: Lawrence Erlbaum Associates.

Hakkarainen, K., Ilomäki, L., Lipponen, L., Muukkonen, H., Rahikainen, M., Tuominen, T., et al. (2000). Students' skills and practices of using ICT: Results of a national assessment in Finland. Computers & Education, 34(2), 103-117.

Scardamalia, M. (2000). Can schools enter a knowledge society? In M. Selinger & J. Wynn (Eds.), Educational technology and the impact on teaching and learning (pp. 5-9). Abingdon, Oxon, England: Research Machines PLC.

1999

Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed.), Instructional design theories and models, Vol II (pp. 269-292). Mahwah, NJ: Lawrence Erlbaum Associates.

Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30, 122-147.

Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. In D. P. Keating & C. Hertzman (Eds.), Developmental health and the wealth of nations: Social, biological, and educational dynamics. New York, NY: Guilford Press.

Woodruff, E., & Brett, C. (1999). Collaborative knowledge building: preservice teachers and elementary students talking to learn. Language and Education, 13, 280-302.

1998

Bereiter, C., & Scardamalia, M. (1998). Beyond Bloom's taxonomy: Rethinking knowledge for the knowledge age. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), International handbook of educational change (pp. 675-692). Dordrecht, the Netherlands: Kluwer.

Cohen, A., & Scardamalia, M. (1998). Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated environments. Interactive Learning Environments, 6, 114-142.

Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10, 75-96.

McAuley, A. (1998). Virtual teaching on the Tundra. Technos, 7(3), 11-14.

Oshima, J. (1998). Differences in knowledge-building between two types of networked learning environments: An information-flow analysis. Journal of Educational Computing Research, 19, 329-351.

1997

Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. Elementary School Journal, 97(4), 329-340.

Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.

Meyer, K., & Woodruff, E. (1997). Consensually driven explanation in science teaching. Science Education, 81, 173-192.

Woodruff, E., & Meyer, K. (1997). Explanations from intra- and inter-group discourse: Students building knowledge in the science classroom. Research in Science Education, 27(1), 25-39.

1996

Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 485-513). Malden, MA: Blacwell Publishers.

Bryson, M., & Scardamalia, M. (1996). Fostering reflectivity in the argumentive thinking of students with different learning histories. Reading & Writing Quarterly: Overcoming Learning Difficulties, 12, 351-384.

Lamon, M., Secules, T., Petrosino, A., Hakett, R., Bransford, J., & Goldman, S. (1996). Schools for thought: Overview of the international project and lessons learned from one of the sites. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 243-288). Mahwah, NJ: Lawrence Erlbaum Associates.

Oshima, J., & Okada, T. (1996). Process of children's knowledge acquisition in a balance scale task. Hiroshima Forum for Psychology, 17, 1-12.

Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155.

Scardamalia, M. (1996). Student communities for the advancement of knowledge. Communications of the ACM, 39(4), 36-37.

Scardamalia, M., & Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. In S. Vosniadou, E. De Corte, R. Glaser & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 149-163). Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1996a). Computer support for knowledge-building communities. In T. Koschmann (Ed.), Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1996b). Engaging students in a knowledge society. Educational Leadership, 54(3), 6-10.

Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. In K. M. Fischer & M. Kirby (Eds.), Relations and biology learning: The acquisition and use of knowledge structures in biology (pp. 44-64). Berlin, Germany: Springer-Verlag.