2024

Erstad, O., Hagtvet, B. E. & Wertsch J. V. (2024) Education and dialogue in polarized societies: Dialogic perspectives in times of change. Oxford University Press. 

Erstad, O., Hegna, K., Livingstone, S., Negru-Subtirica, O., & Stoilova, M. (2024). How digital technologies become embedded in family life across generations: scoping the agenda for researching ‘platformised relationality’. Families, Relationships and Societies.  

Fostervold, K.I., Reme, S., Strømsø, H.I. & Ludvigsen, S. (in press). Relationships between Study Conditions, Stress, and Perceived Health: Studying at University after the COVID-19 Lockdown. Information Age Publishing. 

Pagano, A; Mørch, A.; Barletta, V. S. & Andersen, R. (2024). AI for Humans and Humans for AI: Towards Cultures of Participation in the Digital Age with Human-Centered Artificial Intelligence. ID&A Interaction design & architecture(s), N.59, 2023-24, pp. 5–16.  

Pettersen, K. (2024). More-than-human and more-than-digital collecting among young children in Norway. Children's Geographies. 

Pettersen, K, & Ehret, C. (2024). Refrains of friendship in young children’s postdigital play. Journal of Literacy Research. 

Rasmussen, I., & Warwick, P., (2024). Using microblogging to create a space for attending and attuning to others. In O. Erstad, B. E. Hagtvet, J. V. Wertsch (Eds.) Education and dialogue in polarized societies: Dialogic perspectives in times of change. Oxford University Press. 

Silseth, K., Erstad, O & Arnseth, H. C. (2024). Engaging in dialogic activities in an online community: Expanding the notion of double dialogicality. In O. Erstad, B. E. Hagtvet, J. V. Wertsch (Eds.) Education and dialogue in polarized societies: Dialogic perspectives in times of change. Oxford University Press. 

Silseth, K., Steier, R. & Arnseth, H. C. (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning, 19(1), 11–36. 

 

Silseth, K. & Furberg, A. (2024). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. 

 

Skåland, G., & Arnseth, H. C. (2024). Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace. Mind, Culture, and Activity 

 

 

Publisert 22. jan. 2024 12:44 - Sist endret 28. mai 2024 12:38