Research Connections

This is the start of a growing list of research publications that are relevant to our conceptual framing of this playful space. 

CRITICAL THEORY

Freire, P. (2020). Pedagogy of the Oppressed. Bloomsbury.

hooks, b. (2014). Teaching to transgress. Routledge.

CONSTRUCTIONISM

Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas. Basic Books.

Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist

perspectives for game studies. Games and culture, 1(1), 36-40.

NEW LITERACIES & SOCIAL SEMIOTIC THEORY OF MULTIMODALITY

Kress, G., & Street, B. (2006). Forward: Multi-modality and literacy practices. In K. Pahl & J.

Rowsell (Eds.), Travel notes from the new literacy studies: Instances of practice (pp. vii–vix).Multilingual Matters.

Dicks, B., Flewitt, R., Lancaster, L., & Pahl, K. (2011). Multimodality and ethnography:

working at the intersection. Qualitative Research 11(3): 227–37.

Street, B. V. (1984). Literacy in theory and practice. (Vol. 9). Cambridge University Press.

PLAY AND LEARNING

Vasudevan, V. (

Vasudevan, V. (2022). Designing their own curriculum: How youth co-constructed a dance team that opposed traditional student–school relationships. Curriculum Inquiry, 52(1), 9-30.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton, G. J.,

& Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital

Media and Learning Research Hub. https://dmlhub.net/publications/connected-learning-

agenda-fo r-research-and-design/index.html