Literature Review

Alphabetical 


 

Allyn, J. (2009). What’s good enough? Excellence and expertise in community arts training. Community artsnetwork. http://www.communityarts.net/readingroom/arvhivefiles/2009/12/whats_good_enou.php

Barndt, D. (1997). Touching Minds and Hearts: Community Arts as Collaborative Research. In G. Knowles & A. Cole (Eds.), Handbook of the Arts in Qualitative Research (pp. 351–361). Los Angeles, CA.: Sage Publications. Retrieved from http://books.google.ca/books?hl=en&lr=&id=srUCmBP98dEC&oi=fnd&pg=PP12&dq=Handbook+of+the+Arts+in+Qualitative+Research&ots=HZzyHb1_uG&sig=fsglt6veDxuhSyih6gVT1EtQtCI#v=onepage&q=Handbook%20of%20the%20Arts%20in%20Qualitative%20Research&f=false

Bastos, F. (2010). New media art education. Art Education, 63(1), 4–5.

Bazalgette, C. (2008). Media education: International strategies. In U. Carlsson, S. Tayie, G. Jacquinot-Delaunay & J. M. P. Tornero (Eds.), Empowerment through media education: An intercultural dialogue. Göteborg, Sweden: International Clearinghouse on Children, Youth and Media, Nordicom at Göteborg University.

Beer, R., Irwin, R., Grauer,, K., & Xiong, G. (2010). Research and Creation: Socially-engaged Art in the City of Richgate Project. International Journal of Education Through Art, 6(2), 213–227.

Beiser, M., Ogilvie, L., Rummens, A., Armstrong, R., & Oxman-Martinez, J. (2005). The new Canadian children and youth study: Research to fill a gap in Canada’s children’s agenda. Canadian Issues, (Spring), 21–24.

Bolter, J., & Grusin, R. (2000). Remediation: Understanding new media. Cambridge, MA: The MIT Press.

Brehaut, W. (2010). Secondary School. The Canadian Encyclopedia. http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1AERA0007257

Briski, Z., & Kauffman, R. (Writers). (2004). Born into brothels: Calcutta’s red light kids. India/ USA: ThinkFilm.

Browne, G. (n.d.). Integrated service delivery: More effective and less expensive. Browne, G. (2003). Integrated service delivery: More effective and less expensive. Ideas That Matter, 2(3). Retrieved from http://www.ideasthatmatter.com/quarterly/itm-2-3/vol2no3.pdf.

Bruce, B., & Bishop, A. (2008). New literacies and community inquiry. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 703–746). New York, NY: Lawrence Erlbaum Associates.

Bruce, B., & Lin, C. (2009). Voices of youth: Podcasting as a means for inquiry-based community engagement. E-learning and Digital Media, 6(2), 230–241.

Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Malden, MA: Polity Press.

Buckingham, D. (2008). Beyond Technology: Rethinking learning in the age of digital culture (pp. 36–42). Dublin: The Centre for Social & Educational Research, Dublin Institute of Technology.

Burn, A. (2009). Making new media: Creative production and digital literacies. New York, NY: Peter Lang Publishing.

Butler, P. (2008). Reverse pedagogy: An art school for artists. Canadian Art, Winter, 60–61. Retrieved from http://www.canadianart.ca/features/2008/12/01/reverse-pedagogy/

Castro, J. (2009). An Inquiry into knowing, learning, and teaching art through new media and social media. Unpublished doctoral dissertation, The University of British Columbia.

Castro, J. & Grauer, K. (2010). Structuring democratic places of learning: The Gulf Island Film and Television School. Art Education, 63(5), 14-21.

Chapman, L. (2013). Accountability gone wild: The econometric turn in education. unpublished paper.

Chappell, S. (2008). Young people’s art works toward social change: Performing visions of utopia. Community Arts Perspectives, 1(5): A publication of the community arts convening and research project. Community Arts Network and Maryland Institute College of Art. http://www.communityarts.net/readingroom/archivefiles/2008/10/young_peoples_a.php

Churchill, C. (2005). Ethnography as translation. Qualitative Sociology, (28), 3–24.

Cohen-Cruz, J. (2005). Local acts: Community-based performance in the United States. New Brunswick, NJ: Rutgers University Press.

Coles, A. (2007). Focus on youth: Canadian youth arts programming and policy. Canadian Cultural Observatory. Retrieved from http://www.canadianyoutharts.net/pdfs/Coles_Focus_Youth_Arts.pdf

Creswell, J. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage Publications.

Darts, D. (2006). Art education for a change: Contemporary issues and the visual arts. Art Education, 59(5), 6–12.

Darts, D. (2007). Learning through new eyes: Rethinking media, popular culture and art education. In R. Irwin, K. Grauer, & M. Emme (Eds.), Revisions: Readings in Canadian art teacher education. Thunder Bay, Ontario: Canadian Society for Education through Art.

Darts, D., Castro, J. C., Grauer, K., & Sinner, A. (2010). New media arts education: How community-based programs can reshape teaching and learning in the age of web 2.0. In R. Sweeny (Ed.), Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture (pp. 80-89). Reston, VA: National Art Education Association.

Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum Associates.

Deifell, T. (2007). Seeing beyond sight: Photographs by blind teenagers. San Francisco, CA: Chronicle Books.

Delacruz, E. (2009). Old world teaching meets the new digital cultural creatives. International Journal of Art & Design Education, 28(3), 261-268.

Denzin, N. (2003). Performing [auto]ethnography politically. The Review of Education.

Donald, M. (2001). A mind so rare: The evolution of human consciousness. New York, NY: W. W. Norton.

Druick, Z. (2007). Projecting Canada: Government policy and documentary film at the national film board. Montreal and Kingston: McGill-Queen’s University Press

Dysart-Gale, D. (2010). Social justice and social determinants of health: Lesbian, gay, bisexual, transgendered, intersexed, and queer youth in Canada. Journal of Child and Adolscent Psychiatric Nursing, 23(1), 23–28.

Eccles, J., & Gootman, J. (2002). Community programs to promote youth development. Washington D.C.: National Academy Press.

Eger, J. (2010). The creative community: Forging the links between art culture commerce & community. Munich, Germany: GRIN Verlag.

Eisner, E. (1980). Artistic thinking, human intelligence, and the mission of the school. High School Journal, 63(8), 326–334.

Eisner, E. (1991). Rethinking literacy. Educational Horizons, 69(3), 120–128.

Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York, NY: RoutledgeFalmer.

Evans, S., & Boyte, H. (1986). Free spaces: The sources of democratic change in America. New York, NY: Harper and Row.

Ewald, W., & Lightfoot, A. (2001). I wanna take me a picture: Teaching photography and writing to children. Boston, MA: Beacon Press.

Farr-Darling, L. (2001). When conceptions collide: Constructing a community of inquiry for teacher education in British Columbia. Journal of Education for Teaching, 27(1), 7-21.

Felshin, N. (1995). Introduction. In N. Felshin (Ed.), But is it art? The spirit of art as activism (pp. 9-29). Seattle, WA: Bay Press.

Fix, E., & Sivak, N. (2007). The growing case for youth engagement through culture. Our Diverse Cities, (Fall), 145–151.

Flack, J. (2004). Phones, games and virtual worlds: New media in the classroom. Australian Screen Education Online, 37, 74-79.

Flood, A., & Bamford, A. (2007). Manipulation, simulation, stimulation: The role of art education in the digital age. International Journal of Education Through Art, 3(2), 91–102.

Franke, S. (2010). Current realities and emerging issues facing youth in Canada: An analytical framework for public policy research, development and evaluation. Human Resources and Skills Development Canada. Retrieved from http://www.policyresearch.gc.ca/2010-0017-eng.pdf

Freebody, P. (2003). Qualitative research in education: Interaction and practice. London, UK: Sage.

Freedman, K., & Stuhr, P. (2004). Curriculum change for the 21st century: Visual culture in art education. In E. Eisner & M. Day (Eds.), Handbook for research and policy in art education (pp.815-828). Mahwah, NJ: Lawrence Erlbaum Associates.

Gaetz, S. (2004). Safe streets from whom? Street youth, social exclusion and criminal victimization. Canadian Journal of Criminology and Criminal Justice, 46(4), 423–455.

Galbraith, L., & Grauer, K. (2004). State of the field: Demographics and art teacher education. In E. Eisner & M. Day (Eds.), Handbook of Research and policy in Art Education (pp. 415–439). Mahwah, NJ: Lawrence Erlbaum Associates.

Gaskell, J. (1995). Secondary schools in Canada: The national report of the Exemplary Schools Project. Toronto, Ontario: Canadian Education Association.

Gill, R. (2002). Cool, creative and egalitarian. Information, Communications, & Society, 5(1), 70-89.

Gillespie, T. (2003). The stories digital tools tell. In A. Everett & J. Caldwell (Eds.), New media: Theories and practices of digitextuality (p. 107-124). New York, NY: Routledge.

Ginwright, S., Noguera, P., & Cammarota, J. (Eds.). (2006). Beyond resistance!: Youth activism and community change: New democratic possibilities for practice and policy for America’s youth. New York, NY: Routledge.

Gleinger, A., Hilbeck, A., & Scott, J. (Eds.). (2011). Transdiscourse 1: Mediated environments. Wien: Springer.

Goldfarb, B. (2002). Visual Pedagogy: Media cultures in and beyond the classroom. Durham and London: Duke University Press.

Goldman, S., Booker, A., & McDermott, M. (2008). Mixing the digital, social, and cultural: Learning, identity, and agency in youth participation. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 185–206). Cambridge, MA: The MIT Press.

Goodley, D., Lawthom, P., Clough, P., & Moore, M. (2004). Researching life stories: Method, theory and analysis in a biographical age. London: Routledge Falmer.

Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York, NY: Teachers College Press.

Goodman, S. (2005). The practice and principles of teaching critical literacy at the educational video center. In G. Schwarz & P. Brown (Eds.), Media literacy: Transforming curriculum and teaching (pp. 206–228). Malden, MA: National Society for the Study of Education.

Grauer, K. (1999). The visual journal as a semiotic contrivance for preservice art education. Arts and Learning Research, 15(1), 145–148.

Grauer, K. (2000). The art of teaching art teachers. Australian Art Education Journal, 22(2), 19–24.

Grauer, K., & Garcia, R. (2003). Teaching from the inside out: an image-based case study of teacher development in Learning through the Arts. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 55–69). New York, NY: Routledge Falmer.

Grauer, K., Castro, J. C., & Lin, C. C. (2012). Encounters with difference: Community-based new media programs and practices. Studies in Art Education, 53(2), 139-151.

Grauer, K., Irwin, R., & Zimmerman, E. (2003). Introduction. Women art educators V: Conversations across time; Remembering, revisioning, and reconsidering. In K. Grauer, R. Irwin, & E. Zimmerman (Eds.), Women art educators V: Conversations across time; Remembering, revisioning, and reconsidering (pp. 3–4). Vancouver, BC.: Canadian Society for Education through Art and the National Art Education Association.

Grauer, K., Irwin, R., de Cosson, A., & Wilson, S. (2001). Images for understanding: Snapshots of learning through the arts. TM. International Journal of Education & the Arts, 2(9). Retrieved from http://www.ijea.org/v2n9/index.html

Grauer, K., Irwin, R., de Cosson, A., & Wilson, S. (2005). Imagens para compreensao: fotografias de aprendendo atraves da arte. In Arte/Educacao Contemporanea: Consonancias Internacionais (pp. 346–372). Sao Paulo, Brazil: Cortea Editora. Retrieved from http://www.ijea.org/v2n9/index.html

Grauer, K., Irwin, R., Wilson, S., & de Cosson, A. (2003). Integrating the arts in and through the curriculum makes a difference (Vol. 1). Presented at the The Collection of Papers to the First World Curriculum Studies Conference, Shanghi, China: East China Normal University.

Graw, I. (2006) Beyond Institutional Critique. In J. C. Welchman (Ed.), Institutional Critique and After. Zürich: JPR Ringier

Greenberg, R., Ferguson, B., & Nairne, S. (1996). Thinking about exhibitions. New York: Routledge.

Greenhow, C., Robelia, B., & Hughes, J. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.

Hagaman, S. (1990). The community of inquiry: An approach to collaborative learning. Studies in Art Education, 31(3), 149-157.

Halverson, E. R. (2010). Film as identity exploration: A multimodal analysis of youth-produced films. Teachers College Record, 112(9), 2352-2378.

Hansen, M. (2004). New philosophy for new media. Cambridge, MA: MIT Press.

Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26.

Hayles, K. N. (2006). Traumas of code. Critical Inquiry, 33, 136-157.

Heath, S. (2001). Three’s not a crowd: Plans, roles, and focus in the arts. Educational Researcher, 30(7), 10-17.

Henchey, N. et al. (2001). Schools that make a difference: Final Report: Twelve Canadian secondary schools in low-income settings. Kelowna, British Columbia: Society for the Advancement of Excellence in Education.

Henry, C. (2010). The museum experience: The discovery of meaning. Reston, VA: National Art Education Association.

Herr-Stephenson, B., Rhoten, D., Perkel, D. & Sims, C. (2011). Digital Media and Technology in Afterschool Programs, Libraries, and Museums. Cambridge, MA: MIT Press.

Holloway, D. L., & Krensky, B. (2001). Introduction: The arts, urban education, and social change. Education and Urban Society, 33(4), 354-365.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom (1st ed.). London, UK: Routledge.

Hooper-Greenhill, E. (2007). Museums and education: purpose, pedagogy, performance. New York: Routledge.

Horst, H., Herr-Stephenson, B., & Robinson, R. (2009). Media Ecologies. In M. Ito, S. Braumer, M. Bittani, D. Boyd, & R. Cody (Eds.) Hanging Out, messing around, and geeking out: Kids living and learning with new media (pp. 29-31). Cambridge, MA: MIT Press.

Hull, G., & Nelson, M. (2010). Literacy, media, and morality: Making the case for an aesthetic turn. In M. Prinsloo & M. Baynham (Eds.), The future of literacy studies (pp. 199–220). Houndmills, England: Palgrave Macmillan.

Irwin, R., & Kindler, A. (Eds.). (1999). Beyond the school: Community and institutional partnerships in art education. Reston, VA: The National Art Education Association.

Irwin, R., Beer, R., Springgay, S., Grauer, K., Xiong, G., & Bickel, B. (2006). The Rhizomatic relations of a/r/tography. Studies in Art Education, 48(1), 70–88.

Ito, M., Baumer, S., Bittani, M., Boyd, D., Cody, R., et al. (2009). Hanging Out, Messing Around and Geeking Out: Living and Learning with New Media. Cambridge, MA: MIT Press

Jenkins, H. (2008). Convergence culture: Where old and new media collide. New York: New York University Press.

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2007, July 1). Confronting the challenges of participatory culture: Media education for the 21st century. Retrieved from http://www.digitallearn- ing.macfound.org/atf/cf/ 7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E 7D/JENKINS_WHITE_PAPER. PDF

Jenson, J. (2000). Backgrounder: Thinking about marginalization: Who, what and why? Canadian Policy Research Network. Retrieved from http://cprn.org/documents/15746_en.pdf

Juteau, D. (2000). Patterns of social differentiation in Canada: Understanding their dynamics and bridging the gaps. Canadian Policy Research Network, XXVI(2).

Kangisser, D. (1999). The third arena: After school youth literacy programs. New York, NY: Robert Browne Foundation.

Kellner, D. (2000). New technologies/new literacies: Reconstructing education for the new millennium. Teaching Education, 11(3), 245-265.

Kennelly, J. (2009). Learning to protest: Youth activist cultures in contemporary urban Canada. Review of Education, Pedagogy, and Cultural Studies, 31(4), 293–315.

Kester, G. (2006). Another Turn. Artforum, 44(9), 22-24.

Kindler, A. M., & Darras, B. (1998). Culture and development of pictorial repertoires. Studies in Art Education, 39(2), 147-167.

Kral, I. (2011). Youth media as cultural practice: Remote indigenous youth speaking out loud. Australian Aboriginal Studies, 2011(1), 4-16.

Kuly, M., Stewart, E., & Dudley, M. (2005). Enhancing Cultural Capital: The Arts and Community Development in Winnipeg. Winnipeg: Institute of Urban Studies at the University of Winnipeg.

Leavy, L. (2008). The skinny on this is my body: Film-making as empowerment intervention and activism. Visual Culture & Gender, 3, 7–29.

Leavy, L., & Weber, S. (2011). Teenmom.ca: A community arts based new media empowerment project for teenage mothers. Studies in Art Education, 52(4), 292-309.

Change it to: Leavy, L., & Weber, S. (2010). “Yes, I am a mother and I am also a teenager:” Teen moms use digital photography to share their views. Girlhood Studies: An Interdisciplinary Journal, 3(2), 129-139.

Leavy, P. (Ed.). (2009). Method meets art: Arts-based research practice. New York, NY: The Guildford Press.

Leverenz, Z. (2013, March 25). Computers are no longer a luxury for students–they are a must. takepart.com. Retrieved from http://www.takepart.com/article/2013/03/25/digital-literacy-computers-must-students

Levin, D., & Arafeh, S. (2002). The digital disconnect: The widening gap between internet-savvy students and their schools. Retrieved from www.pewinternet.org/Reports/2002/The-Digital-Disconnect-The-widening- gap-between-Internetsavvy-students-and-their-schools.aspx

Levy, L. (2008). The skinny on this is my body: Filmmaking as empowerment intervention and activism. Visual Culture & Gender, 3, 7-29.

Levy, L. & Weber, S. (2011). Teenmom.ca, a community arts based new media empowerment project for teenage mothers. Studies In Art Education 52(4), 292-309.

Lin, C-C., Grauer, K., & Castro, J. C. (2011). “There is nothing else to do but make films:” Urban youth participation at a film and television school. International Journal of Education & the Arts, 12(SI 1.8). Retrieved from www. ijea.org/v12si1/

Lin, C., Castro, J., Sinner, A., & Grauer, K. (2011). Toward a dialogue between new media artsprograms in and out of Schools. Canadian Art Teachers, 9(2), 24-37.

Lippard, L. (1997). The lure of the local: The sense of place in a multicultural society. New York NY: New Press.

Lopez, A. (2008). Mediacology: A multicultural approach to media literacy in the twenty-first century. New York, NY: Peter Lang.

Lowe, S. S. (2001). The art of community transformation. Education and Urban Society, 33(4), 457-471. Mancillas, A. (1998). The citizen artist. In L. F. Burnham & S. Dorland (Eds.), The citizen artist: 20 years of art in the public arena (p. 335-340). New York, NY: Critical Press.

Manovich, L. (2001). The language of new media. Cambridge, MA: MIT Press.

Markovich, D. Y., & Rapoport, T. (2013). creating art, creating identity: Under-privileged pupils in art education challenge critical pedagogy practices. International Journal of Education Through Art, 9(1), 7–22. Retrieved from http://www.ingentaconnect.com/content/intellect/eta/2013/00000009/00000001/art00002

Massey, D. (1994). Space, place, and gender. Minneapolis, MN: University of Minnesota Press.

Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press.

McLaughlin, M., & Heath, S. (Eds.). (1993). Identity and inner-city youth: Beyond gender and ethnicity. New York, NY: Teachers College Press.

McLuhan, M. (1962). The Gutenberg galaxy: The making of typographic man. Toronto, ON: University of Toronto Press.

McLuhan, M. (2005). Understanding me: Lectures and interviews. In S. McLuhan & D. Staines (Eds.). Cambridge, MA: MIT Press.

Metzger, S. A. (2010). Maximizing the Educational Power of History Movies in the Classroom. The Social Studies, 101, 127-136.

Miller, M. (2005). The digital dynamic. Futurist, 39(2), 31-36.

Mills, K. (2010). A review of the “Digital Turn” in the new literacy studies. Review of Educational Research, 80(2), 246-271.

Montgomery, K. (2008). Youth and digital democracy: Intersections of practice, policy, and the marketplace. In W. Bennett (Ed.), The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning (pp. 25–50). Cambridge, MA: The MIT Press.

Moss, A. (2008). Community arts programming as a factor in newcomer youth inclusion: The Toronto situation (Unpublished Master Thesis). Ryerson University.

Murray, T. (2005). Curatorial in-securities: New media art and rhizomatic instability. Interdisciplinary Science Reviews, 30(2), 167-177.

Nadaner, D. (1981). Art and cultural understanding: The role of film in education. Art Education, 34(4), 6-8.

Nardi, B., & O’Day, V. (1999). Information ecologies: Using technology with heart. Cambridge, MA: The MIT Press.

Omidvar, R., & Richmond, T. (2003). Immigrant settlement and social inclusion in Canada, Working Paper Series: Perspectives on social inclusion. Pedagogy and Cultural Studies, (25), 257–278. Retrieved from http://maytree.com/PDF_Files/SummaryImmigrantSettlementAndSocialInclusion2003.pdf

Pain, R. (2004). Social geography: participatory research. Progress in Human Geography , 28(5), 652–663.

Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), 2118-2153.

Perkins, D., Borden, L., Villarruel, F., & Carlton-Hug, A. (2007). Participation in structured youth programs. Youth and Society, 38(4), 420.

Podesva, K. L. (2007, Summer). A Pedagogical Turn: Brief notes on education as art. Fillip 6. Retrieved October 1, 2011, from http://fillip.ca/content/a-pedagogical-turn

Poyntz, S. (2008). Producing publics: An ethnographic study of democratic practice and youth media production and mentorship (Unpublished Doctoral Dissertation). The University of British Colombia, Vancouver, BC.

Poyntz, S. (2009). “On behalf of a shared world”: Arendtian politics in a culture of youth media production. Review of Education, Pedagogy and Cultural Studies, 31(4), 365–386.

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Rogers, T. (2010). Theorizing media productions as complex literacy performances among youth in and out of schools. In D. Pullen & D. Cole (Eds.). Multiliteracies and technology enhanced education: Social practice and the global classroom (pp. 133-146). Hershey, PA: IGI Global snippet.

Rogoff, I. (2008). Turning. e-flux, 0. Retrieved October 1, 2011, from http://www.e- flux.com/journal/view/18

Saewyc, E., Smith, A., & Dixon-Bingham, B. (2008). Moving upstream: Aboriginal marginalized and street-involved youth in B.C. Vancouver, B.C.: The McCreary Centre Society.

Sawyer, R. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12.

Sefton-Green, J. (2001). Computer, creativity, and the curriculum: The challenge for schools, literacy and learning. Journal of Adolescent & Adult Learning, 44(8), 726-728.

Shin, R. (2010). Taking digital creativity to the art classroom: Mystery box swap. Art Education, 63(2), 38-42.

Sinner, A. (2010). Digital storytelling as art practice: A case of informal learning. Arts and Learning Research Journal, 26(10), 1-19.

Sinner, A. (2010). Negotiating spaces: The in-betweeness of becoming a teacher. Asia-Pacific Journal of Teacher Education, 38(1), 23–37.

Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-based educational research dissertations: Reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223–1270.

Sweeny, R. (2004). Lines of sight in the “network society”. Studies in Art Education, 46(1), 74-87.

Taylor, P., & Carpenter, B. (2007). Mediating art education: Digital kids, art, and technology. Visual Arts Research, 92-103.

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Triggs, V., Irwin, R., Beer, R., Grauer, K., Springgay, S., & Xiong, G. (2010). The City of Richgate: Decentered Public Pedagogy. In J. Sandlin, B. Schultz, & J. Burdick (Eds.), Handbook of Public Pedagogy (pp. 299–312). London, UK: Routledge.

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Wang, E. (2010). The beat of Boyle Street: Empowering Aboriginal youth through music making. New Directions for Youth Development, 125(Spring), 61–70.

Weber, S., & Levy, L. (2010). Project mom report. Retrieved from http://teenmom.ca/Project_TEEN_MOM/Publications_&_Links_files/Project%20MOM%20RE PORT.pdf

Weber, S., & Mitchell, C. (2004). Using visual and artistic modes of representation for self-study. In J. Loughran, M. Hamilton, V. LaBoskey, & T. Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 979–1037). Kluwer Press.

Weber, S., & Mitchell, C. (2008). Imagining, keyboarding, and posting identities: Young people and new media technologies. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 25-48). Cambridge: The MIT Press.

Wilson, B. (2004). Child art after modernism: Visual culture and new narratives. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 299-328). Mahwah, NJ: Lawrence Erlbaum Associates.

Wilson, B. (2008). Research at the margins of schooling: Biographical inquiry and third-site pedagogy. International Journal of Education through Art, 4(2), 119-130.

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Wright, R., John, J., & Sheel, J. (2007). Lessons learned from the National Arts and Youth Demonstration Project: Longitudinal study of a Canadian after-school program. Journal of Child and Family Studies, (16), 49–59.

Wright, R., John, L., Offord, D., Duku, E., Rowe, W., & Ellenbogen, S. (2006). Effect of a structured arts program on the psychosocial functioning of youth from low-income communities: Findings from a Canadian longitudinal study. The Journal of Early Adolescence, 26(2), 1–20.

Zhao, Y., & Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.