48 Publications (Page 2 of 2)
2010
A is for Avatar: young children in literacy 2.0 worlds and literacy 1.0 schoolsWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 88, (no. 2), pp. 144, 20101101.
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A Is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 SchoolsWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 88, (no. 2), pp. 144-152, Nov 2010.
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Focus on Policy: A Is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 SchoolsWohlwend, KarenLanguage Arts, vol. 88, (no. 2), pp. 152, 20101101.
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Play, Creativity and Digital CulturesWohlwend, Karen(pp. 220-221,224). Jan 2010
2009
Damsels in Discourse: Girls Consuming and Producing Identity Texts through Disney Princess PlayWohlwend, Karen and Wohlwend, KarenReading Research Quarterly, vol. 44, (no. 1), pp. 83, 20090101.
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Damsels in Discourse: Girls Consuming and Producing Identity Texts through Disney Princess PlayWohlwend, Karen and Wohlwend, KarenReading Research Quarterly, vol. 44, (no. 1), pp. 57-83, Jan-Mar 2009.
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Dilemmas and Discourses of Learning to Write: Assessment as a Contested SiteWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 86, (no. 5), pp. 351, 20090501.
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Dilemmas and Discourses of Learning to Write: Assessment as a Contested SiteWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 86, (no. 5), pp. 341-351, May 2009.
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Early adopters: Playing new literacies and pretending new technologies in print-centric classroomsWohlwend, Karen EJournal of Early Childhood Literacy, vol. 9, (no. 2), pp. 140, 20090800.
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mediated discourse analysis: researching young children’s non-verbal interactions as social practiceWohlwend, Karen EJournal of Early Childhood Research, vol. 7, (no. 3), pp. 243, 20091000.
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2008
From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early LiteracyWohlwend, Karen and Wohlwend, Karen EThe New Educator, vol. 4, (no. 1), pp. 63, 2008-02-05.
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From "What Did I Write?" to "Is This Right?": Intention, Convention, and Accountability in Early LiteracyWohlwend, Karen and Wohlwend, Karen ENew Educator, vol. 4, (no. 1), pp. 43-63, Jan 2008.
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Kindergarten as Nexus of Practice: A Mediated Discourse Analysis of Reading, Writing, Play, and Design in an Early Literacy ApprenticeshipWohlwend, Karen and Wohlwend, KarenReading Research Quarterly, vol. 43, (no. 4), pp. 334, 20081001.
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Kindergarten as Nexus of Practice: A Mediated Discourse Analysis of Reading, Writing, Play, and Design in an Early Literacy ApprenticeshipWohlwend, Karen and Wohlwend, KarenReading Research Quarterly, vol. 43, (no. 4), pp. 332-334, Oct-Dec 2008.
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Play as a literacy of possibilities: expanding meanings in practices, materials, and spacesWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 86, (no. 2), pp. 127, 20081101.
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Play as a Literacy of Possibilities: Expanding Meanings in Practices, Materials, and SpacesWohlwend, Karen and Wohlwend, KarenLanguage Arts, vol. 86, (no. 2), pp. 127-136, Nov 2008.
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Research Directions: Play as a Literacy of Possibilities: Expanding Meanings in Practices, Materials, and SpacesWohlwend, KarenLanguage Arts, vol. 86, (no. 2), pp. 136, 20081101.
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2007
Friendship Meeting or Blocking Circle? Identities in the Laminated Spaces of a Playground ConflictWohlwend, Karen EContemporary Issues in Early Childhood, vol. 8, (no. 1), pp. 88, 20070300.
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Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship (Dissertation)Wohlwend, Karen (2007).
More Than a Child's Work: Framing Teacher Discourse about PlayWohlwend, KarenInterActions: UCLA Journal of Education and Information Studies, vol. 3, (no. 1), pp. 1, 2007.
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2004
Chasing Friendship Acceptance, Rejection, and Recess PlayWohlwend, Karen and Wohlwend, Karen LChildhood Education, vol. 81, (no. 2), pp. 82, 12/1/2004.
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Chasing Friendship: Acceptance, Rejection, and Recess PlayWohlwend, Karen and Wohlwend, Karen LChildhood Education, vol. 81, (no. 2), pp. 77-82, Winter 2004/2005.
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Chasing friendship: acceptance, rejection, and recess play: first-grade children frequently blurred the line between acceptance and rejection while they worked through peer relationships within the complex social web of playground friendshipsWohlwend, KarenChildhood Education, vol. 81, (no. 2), pp. 77, 20041222.
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