References & Research

The following is a partial bibliography of research articles, papers, and presentations related to UC Links projects. Some articles in the list are available for download in both html and pdf formats. To read pdf files, you'll need Adobe Acrobat Reader. This software is free and available from the Adobe website.

Publications

Blanton, W.E., Greene, M.W., & Cole, M. (1999). Computer mediation for learning and play. Journal of adolescent and adult literacy, 43(3): 272-278.

Blanton, W.E., Moorman, G.B., Hayes, B.A., & Warner, M.L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of educational computing research, 16(4): 1-8.

Blanton, W.E., Simmons, E., & Warner, M.W. (2001). The Fifth Dimension: Application of cultural-historical activity theory, inquiry-based learning, computers, and telecommunications to change prospective teachers' preconceptions. Journal of educational computing research, 24(4): 214-225.

Brown, K., & Cole, M. (1997). Fifth Dimension and 4-H: Complementary goals and strategies. Youth development focus, 3(4). Davis, CA: University of California Center for Youth Development.

Brown, K., & Cole, M. (2000). Socially-shared cognition: System design and the organization of collaborative research. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum.

Brown, K., & Cole, M. (2001). A utopian methodology as a tool for cultural and critical psychologies: Toward a positive critical theory. In M. Packer & M. Tappan (Eds.), Cultural and critical perspectives on human development: Implications for research, theory, and practice. New York: SUNY Press.

Brown, K., & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. In G. Wells & G. Claxton (Eds.), Learning for life in the twenty-first century: Sociocultural perspectives on the future of education. Oxford, UK: Blackwell Publishers.

Christensen, N. (2001). Fourth and fifth grade Latino students' perceptions of a student at a university: An examination of children's drawings and their relationship to participation in an after-school computer club with university mentors. Dissertation. University of California, Irvine.

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.

Cole, M. (2005). Using cross-cultural psychology to design afterschool educational activities in different cultural settings. In W. Friedlmeier, P. Chakkarath, B. Schwarz (Eds). Culture and Human Development: The Importance of Cross-Cultural Research for the Social Sciences. Hove, England: Psychology Press/Erlbaum (UK) Taylor and Francis. (pp. 53-71).

Cole, M. and The Distributed Literacy Consortium. (2006). The Fifth Dimension: An After-School Program Built on Diversity. New York: Russell Sage.

Cole, Michael. (draft). Using cross-cultural psychology to design afterschool educational activities in different cultural settings.

DyKes-Woodruff, M. & Waldorf, J. (1995). Multi-user dungeons enter a new dimension: Applying recreational practices for educational goals. Electronic journal of communication, 5(4).

Gack, V. (1998). Fantasies of mastery or mastery of fantasy? In G. Smith (Ed.), On a silver platter: CD-Roms and the promised new technology.New York: New York University Press.

Gallego, M.A. (1995). Community-based school reform: [Service] Learning lessons from La Clase Mágica for teacher education. Journal of the Michigan-Ohio association of teacher educators: 18-22.

Gallego, M.A. (2001). Is experience the best teacher? The potential of coupling classroom and community-based field experiences. Journal of teacher education, 52(4): 312-325.

Gallego, M.A. & Blanton, W.E. (2002). Cultural practices in Fifth Dimension sites around the world. In R. Garner, Y. Zhao, & M. Gillingham (Eds.), Hanging out: What school-age children do after school. Westport, CT: Greenwood.

Gallego, M.A., & Cole, M. (2000). Success is not enough: Challenges to sustaining new forms of educational activity. Computers in human behavior, 16(3): 271-286.

Gallego, M.A. & Cole, M. (2001). Classroom culture and culture in the classroom. In V. Richardson (Ed.), The fourth edition of the handbook of research on teaching. Washington, D.C.: American Educational Research Association.

Gutierrez, K. and Correz-Chavez, M. (in press). What to do about Culture? Lifelong Learning in Europe.

Gutierrez, K. (2005). Intersubjectivity and grammar in the Third Space. Scribner Award Talk. Annual meeting of the American Educational Research Association.

Gutierrez, K. and Jaramillo, N. (in press). Looking for educational equity: The consequences of relying on Brown. In A. Ball (Ed.) With More Deliberate Speed: Achieving Equity and Excellence in Education—Realizing the Full Potential of Brown v. Board of Education. 2006 Yearbook of the National Society for the Study of Education, Volume 105, Issue 2. Malden, MA: Blackwell Publishing.

Gutierrez, K. (2004). Literacy as laminated activity: Rethinking literacy for English Learners. National Reading Conference Yearbook. (101-114) Chicago, Illinois: National Reading Conference.

Gutierrez, K. (2004). Rethinking Education Policy for English Learners. Aspen Institute, Washington D.C.

Gutierrez, K. and Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Reseacher, 32 (5), 19-25.

Gutiérrez, K., Baquedano-Lopez, P., & Alvarez, H. (1999). A cultural-historical approach to collaboration: Building a culture of collaboration through hybrid language practices. Theory into practice, 38(2): 87-93.

Gutiérrez, K., Baquedano-Lopez, P., & Alvarez, H. (2000). Using hybridity to build literacy in urban classrooms. In M. Reyes & J. Halcon (Eds.), The best for our children: Critical perspectives on literacy for Latino students. New York: Teachers College Press.

Hull, G., & Schultz, K. (2002). Connecting schools with out-of-school worlds: Insights from recent research on literacy in non-school settings. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G., & Schultz, K. (2002). Introduction: Negotiating the boundaries between school and non-school literacies. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G., & Schultz, K. (2002). Literacy and learning out of school: A review of theory and research. Review of educational research.

Hull, G., & Schultz, K., Eds. (2002). School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Hull, G. and James, M. (in press). Geographies of hope: A study of urban landscapes and a university-community collaborative. In Peggy O’Neil (Ed.), Blurring boundaries: Developing writers, researchers, and teachers: A tribute to William L. Smith. Kresskill, NJ: Hampton Press.

Hull, G. and Katz, M. (in press). Crafting an agentive self: Case studies in digital storytelling. Research in the Teaching of English.|

Hull, G., Kenney, N., Marple, S., and Forsman-Schneider, A. (2006). Many versions of masculine: Explorations of boys’ identity formation through multimodal composing in an after-school program. After School Matters Occasional Papers Series. New York: Robert F. Bowne Foundation.

Hull, G. and Greeno, James. (2006). Identity and agency in non-school and school worlds. In Zvi Bekerman, Nicholas C. Burbules, & Diana Silberman-Keller (Eds.), Learning in places: The informal educational reader (pp. 77-97). New York: Peter Lang.

Hull G. and Nelson, M. (2005). Locating the semiotic power of multimodality. Written Communication, 22 (2), 224-62.

Kaptelinin, V., & Cole, M. (2002). Individual and collective activities in educational computer game playing. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation.. NJ: Erlbaum. (pp. 297-310).

Klein, A., & Starkey, P. (2000). Enhancing low-income children’s early achievement in an academically enriched after-school program: The UC Links program. In N.H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships. The National Writing Project Corp.

Lyman-Hager, M.A., Johns, A., Nocon, H., & Davis, J.N. (2002). Literacy in digital environments: Connecting communities of language learners. In J.H. Sullivan (Ed.), Literacy and the second language learner. Greenwich, CT: Information Age Publishing.

Mawjee, F., & Grieshop, J. I. (2002). Testing the waters: Facilitating parents' participation in their children's education. The school community journal, 12(1): 117-132.

Mayer, R.E. (1997). Out-of-school learning: The case of an after-school computer club. Journal of educational computing research, 16(4): 333-336.

Mayer, R.E., Durán, R., Quilici, J., Moreno, R., Woodbridge, S., Simon, R., Sanchez, D., & Lavezzo, A. (1997). Cognitive consequences of participation in a "Fifth Dimension" after-school computer club. Journal of educational computing research, 16(4): 353-370.

Mayer, R.E., Schustack, M.W., & Blanton, W.E. (1999). What do children learn from using computers in an informal, collaborative setting? Educational technology, 9: 27-31.

McKoy, D. and Vincent J. (2006). Engaging Schools in Urban Revitalization: The Y-Plan (Youth-Plan, Learn, Act, Now!), Journal of Planning Education and Research (forthcoming).

McKoy, D. (2003). “A Vibe for Change”: School-based – Youth Charrettes, American Planning Association, WebZine, 2004.

McKoy, D. “Social Enterprises for Learning: How Small Learning Communities Structure Authentic Activities and Personal Transformation Among Urban Youth.” Under review by Journal of Education for Students Placed at Risk. (2004).

Nocon, H. (2000). Developing hybridized social capital: Communication, coalition, and volunteering in non-traditional communities. Dissertation. University of California, San Diego.

Nocon, H. (2002). Fifth Dimension second language project: A model education program. San Diego, CA: LARC Press.

Nicopolou, A., & Cole, M. (1993). Generation and transmission of shared knowledge in the culture of collaborative learning: The Fifth Dimension, its play world, and its institutional contexts. In E.A. Forman, N. Minmick, & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development. New York: Oxford University Press.

Nixon, A. and Gutierrez, K. (2006). From their own voices: Understanding children’s identities through the literary practices of digital storytelling. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Rueda, R., Gallego, M.A., & Moll, L. (2000). The least restrictive environment: A place or a context? Remedial and special education, 21 (2).

Schultz, K., & Hull, G. (2002). Locating literacy theory in out-of-school contexts. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Schustack, M.W., King, C., Gallego, M.A., & Vásquez, O. (1994). A computer-oriented after-school activity: The Fifth Dimension and La Clase Mágica. In F.A. Villaurruel & R.M. Lerner (Eds.), Environments for socialization and learning. San Francisco: Jossey-Bass.

Schustack, M.W., Strauss, R., & Worden, P. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16(4): 337-351.

Stone, L. & Gutiérrez, K. (in press). Problem-finding as distributed intelligence: The role of changing participation in mathematical problem-solving activities in an after-school learning community. Mind, culture, and activity: An international journal.

Stone, L.D. and Gutierres, K.D. (in press). Problem Articulation and the Processes of Assistance: An Activity Theoretic View of Mediation of Game Play. International Journal of Educational Research.

Sturak, T. (2002). IST makes connections with Roosevelt Middle School. Berkeley computing and communications, 12(2): 13-14.

Underwood, C., Welsh, M., Gauvain, M., & Duffy, S. (2000). Learning at the edges: Challenges to the sustainability of service learning in higher education. Journal of language and learning across the disciplines 4(3): 7-26.

Vásquez, O.A. (1994). The magic of La Clase Mágica: Enhancing the learning potential of bilingual children. The Australian journal of language and literacy, 17(2): 120-128.

Vásquez, O.A. (1996). A model system of institutional linkages: Transforming the educational pipeline. In The University of California Latino eligibility study. Santa Cruz, CA: University of California, Santa Cruz.

Vásquez, O.A. (in press). Education in a global age: An inter-California strategy for the Tijuana-San Diego region. Revista frontera norte 28(2).

Vásquez, O.A. (in press). Social action and the politics of collaboration. In P. Pedraza and M. Rivera (Eds.), National Latino/a education research agenda.

Vásquez, O.A., and Durán, R. (2000). La Clase Mágica and Club Proteo: Mulitiple literacies in new community institutions. In M. Gallego and S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard. New York: Teachers College Press.

Vásquez, O. A., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing boundaries: Language and culture in a Mexicano community. Cambridge: Cambridge University Press.

CONFERENCE PRESENTATIONS

Borthwick-Duffy, S., & Gauvain, M. (2001, April). Computer-based after-school programs: Is it the medium or the message? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Blanton, W.E. (2000, July). Evaluation issues of mixed activity systems: Avoiding theoretical-technical "tar babies." Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Blanton, W.E. (2001, April). Effects of participation in the Fifth Dimension on children's comprehension of directions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Calderon, R., & Gonzalez, C. (2002, December). La Clase Mágica: Using technology as a tool for organizing social relations. Paper presented at the Community Technology Expo, Los Angeles, CA.

Cole, M. (2000, July). The challenges of diversity in an age of globalization: Local adaptations of the Fifth Dimension model. Panel presentation at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Cole, M. (2001, January). Sustaining model systems of educational activity: Designing for the long haul. Paper presented at Symposium Honoring the Work of Ann Brown, Berkeley, CA.

Cole, M. (2001, April). Challenges to studying developmental processes in voluntary after school programs. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Cole, M. (2001, June). Learning by doing: Building community using technology. Presentation at Mira Costa Community College, Oceanside, CA.

Cole, M. (2002, February). Cross-cultural analysis of idiocultures: Using cross-cultural psychology to design afterschool educational activities in different cultural settings. Paper presented at the University of Constance, Germany.

Cole, M. (2002, June). Evaluating collaborative university-community learning partnerships: Lessons from the international Fifth Dimension projects. Poster session presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Cole, M. (2002, June). The uses and shortcomings of design experimentation for guiding research on sustainability of theoretically motivated educational activities. Talk presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Dorr-Bremme, D.W. (2000, April). Developing mindful practice: Situated learning among workers in an after-school program. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Dorr-Bremme, D.W., & McDougall, B. (1999, April). Constructing contexts for learning: Relationships among communities of practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Dorr-Bremme, E.W., Ramirez, O.R., & Beck, L. (1995, June). Reading and writing in the Fifth Dimension: Computer-mediated communication in a community of practice. Paper presented at the National Educational Computing Consortium, Baltimore, MD.

Durán, R. (2000, July). Activity and evaluation. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Durán, R., Grieshop, J.I., Montes, R., & Drummond, S.R. (2002, June). The MexLinks consortium for technology access and educational advancement: Applying Internet2. Poster presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Hull, G. (2001, August). New literacies for new times. Keynote address for Multiple Literacies Conference, Monterey, CA.

Hull, G. (2001, November). Multiple media, multiple selves: Digital stories cross digital divides. Plenary at the International Literacy Conference, Cape Town, South Africa.

Hull, G. (2001, November). Rethinking adult development. Keynote address for 23rd Annual Australian Council for Adult Literacy National Conference, Gold Coast, Australia.

Hull, G., & Greeno, J. (2002, May). Identity and agency in school and non-school worlds. Presentation at After-School Corporation Conference, New York, NY.

Hull, G., & Zacher, J. (2002, March). Literate identities, life paths, and the knowledge economy. Paper presented at the Conference on College Composition and Communication, Chicago, IL.

Hull, G., & Zacher, J. (2002, April). New literacies, new selves, second chances: Exploring possibilities for self-representation through writing and multimedia in a community technology center. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Klein, A. (2001, April). Enhancing low-income children's early academic development through an after-school program. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Lalueza, J.L., Crespo, I., Essomba, M., & Mourao, L. (2000, July). El impacto de una actividad en el desarrolo communitario. Tres niveles de evaluación. Paper presented the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Mayer, R., et al. (1996, April). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Montes, R.B., Durán, R.P. (2000, July). Mexico-U.S. interchanges and identity of electronic community members. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Moran, C., Justus, J. & Elizondo, E., (2000, July). Formative evaluation in the service of educational outreach program development. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Nilsson, M., & Sutter, B. (2000, July). A comparison of the Fifth Dimension in Ronneby/Sweden and Solana Beach/USA. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Nilsson, M., & Sutter, B. (2001, April). Intergenerational and interinstitutional learning in the Fifth Dimension: Means and ends in change and development of school practice. Paper presented at Cultures of Learning: Risk, Uncertainty, and Education, Bristol, England.

Nocon, H. (2002, April). Productive resistance: After-school environments and engaged non-compliance. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Nocon, H. (2002, June). The Fifth Dimension model: A tool and resource for dealing creatively with diversity. Poster presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Nocon, H. (2002, June). The role of the Spider: Translation as essential work in building and maintaining collaboration. Paper presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Nocon, H., Nilsson, M., & Cole, M. (2001, September). Spiders, firesouls and little fingers: Necessary magic in university-community collaboration. Paper presented at the Second Baltic Conference on Sociocultural and Activity Theory, Ronneby, Sweden.

Nocon, H., & Sutter, B. (2002, June). Fifth Dimensions today: A global network of local learning communities. Poster symposium presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Perry Romero, D.J., & Durán, R.P. (2002, April). Immigrant Latino families and their literate practices at an after school technology project: Evidence from authoring of self. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Pranzetti, D., Toloza, C., Underwood, C., & Welsh, M. (2000, July). Avalição sem exclusão: Estratégias inovativas para avaliar as crianças das populações excluídas. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Ramirez, P., Ramirez, R.M., & Durán, R.P. (2002, April). Immigrant Latino parents' beliefs about family well-being and education: Insights from participants in a computer literacy project. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Rojas-Drummond, S., & Taub, L., et. al. (2000, July). Theme and variation: Adaptations of the Fifth Dimension model to two school contexts in Mexico and Brazil. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Underwood, C. (2000, July). Evaluation as social practice: Specialized knowledge acquisition in context. Panel presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Underwood, C., & Welsh, M. (2000, July). Evaluating educational programs for excluded populations: Context and subtext. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.

Underwood, C., & Welsh, M. (2002, June). University-Community Links: A statewide adaptation of the Fifth Dimension model. Poster presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, Amsterdam, Netherlands.

Vásquez, O.A. (2001, April). Methodology in action for research in action. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Vásquez, O.A. (2001, October). La Clase Mágica: Embracing optimal possibilites. Paper presented to La Clase Mágica Symposium at Pomona College, Claremont, CA.

Vásquez, O.A. (2002, April). Social action and the politics of collaboration. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Vásquez, O.A. (2002, April). The challenges of community-based research: After school educational activities in minority contexts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Welsh, M., & Underwood, C. (2000, July). Local knowledge in a global network; Contextualizing informal technology-based learning activities. Paper presented at the Third Conference of the Society for Sociocultural Studies, São Paulo, Brazil.