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Content, treatment, and effects of women and minority group coverage in television, newspapers, magazines, popular music and film.
Reynolds, R., Hmelo-‐Silver, C. (2013). Areas of theoretical convergence in the Globaloria game design initiative: Constructionism, knowledge building and guided discovery based learning. American Education Research Association (AERA), San Francisco, CA, April, 2013.
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Reynolds, R.; Baik, EB & Li, X. (2014). Inquiry and resource use strategies that emerge among middle schoolers in a guided discovery-‐based program of game design learning. Association of Library and Information Science Educators (ALISE), Philadelphia, PA, January, 2014.
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Ashcraft, C. Wu, Z., DuBow, W. & Reynolds, R. (2014). Assessing girls’ interest, confidence, & participation in computing: Lessons from a national game design program. American Education Research Association (AERA) conference, Philadelphia, PA, April, 2014.
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Ashcraft, C. & Reynolds, R. (2014). Girls’ identification with STEM through computational media production. Digital Media & Learning Conference, Boston, MA, March 2014.
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Reynolds, R., & Wolf, J. (2014). Collaborative inquiry-‐supported game design as a context for cultivating “Constructionist Digital Literacy.” American Education Research Association (AERA), Philadelphia, PA, April, 2014.
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Reynolds, R., & Chiu, M. (2014). How sustained engagement in game design and social media use among diverse students can mitigate effects of the digital divide. International Communication Association Conference, Seattle, WA, May 2014.
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Potter, J. & Hepburn, A. (2014). Somewhere between evil and normal: Traces of morality in a child-protection helpline, Journal of Applied Linguistics and Professional Practice, 9, 245-262.
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Reynolds, R. (2014). Understanding and measuring student inquiry and resource use processes, and their contribution to outcomes, in “guided discovery-‐based” learning. Information Interaction in Context conference (IIiX), Workshop on Searching as Learning. Regensburg, Germany, August, 2014.
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Shaw, C., Potter, J. & Hepburn, A. (2015). Advice-implicative actions: Using interrogatives and assessments to deliver advice in mundane conversation, Discourse Studies, Vol. 17(3) 317–342.
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