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Annotated Bibliography

DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing:

a handbook for professional learning communities at work. Bloomington, IN:

Solution Tree Press.

Dufour et al. establish a revised PLC framework which they have developed and

piloted in various American schools/districts. They insist on the importance of

ensuring mutual accountability and responsibility through implementing PLCs

whose members have clear, mutually agreed upon roles, and who follow

team-developed norms. An important element of their PLC process involves

using data on student success and behaviour in order to deploy both

schoolwide and targeted interventions to enhance student learning and improve

student behaviour.

Graeber, D. (2009). Direct action: An ethnography. AK press.

In Direct Action, the anthropologist David Graeber documents the planning

process leading up to the 2001 protests against the Summit of the Americas in

Quebec City, as well as the events that transpired during the protests

themselves. He situates it within the history of the political left in North America,

with a particular focus on the anti-globalization movement as it developed in the

90s. Of particular interest to us was chapter 7, on meetings. Here, the notion of

prefigurative politics becomes concrete: if you are working on social change, the

process by which you get there is just as important as the end product. Graeber

explains, with much detail, the ways that non-hierarchical activist meetings
occur. They often involve the use of an agenda, consensus-based

decision-making, roles, norms, and working-groups.

Klopfer, E., Osterweil, S. Groff, J., & Haas, J. (2009). The Instructional Power of Digital

Games, Social Networking, Simulations and How Teachers Can Leverage Them.

The Education Arcade, MIT

This article focuses on the use of video games in the classroom as a

pedagogical tool, and highlights the benefits over the potential pitfalls. The main

argument used that applies to using mobile media in the classroom is that

teachers can use digital technologies to lessen the gap between how students

use media technologies outside of school and how schools use (or do not use)

these technologies. The pedagogical knowledge that teachers already have is

considered a valuable resource that can simply be accentuated with the use of

digital technologies; in this case video games can further develop group work

skills and how students learn to process information.

Laskin, A. V., & Avena, J. (2015). Introduction of Mobile Media Into Formal Classroom

Learning Environments. Journalism & Mass Communication Educator, 70(3),

276-285.

This article investigates the uses of mobile media in classrooms. The article

focuses exclusively upon smartphones as mobile media, but the authors point

out that tablets are also a tool of mobile media. The authors point to the reality

that despite widespread access to mobile media, the use of such technology in

the contemporary classroom is still the exception and not the rule. According to
the authors, the integration of smartphone technologies and social media

represents a powerful educational opportunity, and has important implications

for sharing media, connectedness in general, social interaction, and even

efficiency. Paradoxically, however, the authors conducted a short study asking

university students whether there is a place for mobile technology in the

classroom, and the majority of students replied no, but the authors believe this

is because their current and past instructors/teachers ingrained in them an

aversion to smartphone use in the classroom, and the authors feel this will

change if mobile media is embraced by current and future educators. To

support this prediction, they draw on studies of teachers who actively use

mobile technology and who have reported increased student success.

Madison, E. (2015). Mobile Media Best Practices: Lessons From 5 Years of "OR

Magazine". Journalism And Mass Communication Educator, 70(3), 324-330.

While this article focuses on the use of mobile media within the context of a

university-based journalism program, it provides valuable insight into effective

use and intentional integration of technology into the classroom, all of which

translates to the context of youth education. The article emphasizes how

smartphone ownership has proliferated to near ubiquity, and how this broad

access to this particular technology is a highly democratizing force. Madison

also explains that using mobile media draws upon important pedagogical

practices, including experience-based learning (citing Dewey, Piaget, and

Vygotsky), situated learning, and establishing communities of practice.

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