This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adorno, T., & Horkheimer, M. (1972). The dialectic of enlightenment (J. Cumming, Trans.). New York, NY: Herder & Herder. (Original work published in 1944).
Adorno, T. W. (1958). Der essay als form [The essay as form]. In T. W. Adorno (Ed.), Noten zur literatur I (pp. 9–48). Frankfurt am Main, Germany: Suhrkamp.
Austin, J. (1952). How to do things with words. Boston, MA: Harvard University Press.
Barrows, H. (1994). Practice-based learning: Problem-based learning applied to medical education. Springfield, IL: SIU School of Medicine.
Bereiter, C. (2002). Education and mind in the knowledge age. Hillsdale, NJ: Lawrence Erlbaum Associates.
Berger, P., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Anchor Books.
Bourdieu, P. (1995). Outline of a theory of practice (R. Nice, Trans.). Cambridge, UK: Cambridge University Press. (Original work published in 1972).
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Clark, H., & Brennan, S. (1991). Grounding in communication. In L. Resnick, J. Levine & S. Teasley (Eds.), Perspectives on socially-shared cognition (pp. 127–149). Washington, DC: American Psychological Association.
Descartes, R. (1999). Discourse on method and meditations on first philosophy. New York, NY: Hackett. (Original work published in 1633).
Dillenbourg, P. (1999). What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–16). Amsterdam: Pergamon, Elsevier Science.
Donald, M. (1991). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Dourish, P. (2001). Where the action is: The foundations of embodied interaction. Cambridge, MA: MIT Press.
Duranti, A. (1998). Linguistic anthropology. Cambridge, UK: Cambridge University Press.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen & R. L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, UK: Cambridge University Press.
Fischer, K., & Granoo, N. (1995). Beyond one-dimensional change: Parallel, concurrent, socially distributed processes in learning and development. Human Development, 38, 302–314.
Gadamer, H. G. (1988). Truth and method. New York, NY: Crossroads. (Original work published in 1960).
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
Geertz, C. (1973). The interpretation of cultures. New York, NY: Basic Books.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MA: Houghton Mifflin.
Giddens, A. (1984). The constitution of society. Berkeley, CA: University of California Press.
Habermas, J. (1984). Reason and the rationalization of society (T. McCarthy, Trans., Vol. 1. Boston, MA: Beacon Press. (Original work published in 1981).
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L. Resnick, J. Levine & S. Teasley (Eds.), Perspectives on socially-shared cognition (pp. 331–348). Washington, DC: American Psychological Association.
Hegel, G. W. F. (1967). Phenomenology of spirit (J. B. Baillie, Trans.). New York, NY: Harper & Row. (Original work published in 1807).
Heidegger, M. (1996). Being and time: A translation of Sein und Zeit (J. Stambaugh, Trans.). Albany, NY: SUNY Press. (Original work published in 1927).
Heritage, J. (1984). Garfinkel and ethnomethodology. Cambridge, UK: Polity Press.
Husserl, E. (1989). The origin of geometry (D. Carr, Trans.). In J. Derrida (Ed.), Edmund Husserl’s origin of geometry: An introduction (pp. 157–180). Lincoln, NE: University of Nebraska Press. (Original work published in 1936).
Hutchins, E. (1996). Cognition in the wild. Cambridge, MA: MIT Press.
Hutchins, E. (1999). Cognitive artifacts. In R. A. Wilson, F. Keil, T. D. Albright, G. Chierchia, L. Hirschfeld, K. J. Holyoak, et al. (Eds.), MITECS: The electronic encyclopedia. Cambridge, MA: MIT. Retrieved August 5, 2003, from http://ai.ato.ms/MITECS/Entry/hutchins
Jaynes, J. (1976). The origin of consciousness in the breakdown of the bicameral mind. Boston, MA: Houghton Mifflin.
Kant, I. (1999). Critique of pure reason. Cambridge, UK: Cambridge University Press. (Original work published in 1787).
Koschmann, T. (1999). Meaning making: Special issue. Discourse Processes, 27(2).
Latour, B., & Woolgar, S. (1979). Laboratory life. Thousand Oaks, CA: Sage Publications.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
Lemke, J. (1990). Talking science. Norwood, NJ: Ablex.
Levinas, E. (1998). Otherwise than being or beyond essence (A. Lingis, Trans.). Pittsburgh, PA: Duquesne University Press. (Original work published in 1974).
Marx, K. (1967). Alienated labor. In L. G. K. Easton (Ed.), Writings of the young Marx on philosophy and society (pp. 287–300). New York, NY: Doubleday. (Original work published in 1844).
Marx, K. (1976). Capital (B. Fowkes, Trans. Vol. I). New York, NY: Vintage. (Original work published in 1867).
Mead, G. H. (1962). Mind, self and society. Chicago, IL: University of Chicago Press. (Original work published in 1934).
Merleau-Ponty, M. (1955). Visible and invisible. Evanston, IL: Northwestern University Press.
Norman, D. (1990). The design of everyday things. New York, NY: Doubleday.
Norman, D. (1991). Cognitive artifacts. In J. Carroll (Ed.), Designing interaction. Cambridge, UK: Cambridge University Press. Retrieved March 10, 2003, from http://www.cs.umu.se/kurser/TDBC12/HT99/Norman-91.html
Ong, W. (1998). Orality and literacy: The technologizing of the world. New York, NY: Routledge.
Pea, R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). Cambridge, UK: Cambridge University Press.
Polanyi, M. (1962). Personal knowledge. London, UK: Routledge & Kegan Paul.
Polanyi, M. (1966). The tacit dimension. Garden City, NY: Doubleday.
Roschelle, J. (1996). Learning by collaborating: Convergent conceptual change. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 209–248). Hillsdale, NJ: Lawrence Erlbaum Associates.
Sacks, H. (1992). Lectures on conversation. Oxford, UK: Blackwell.
Sartre, J. P. (1968). Search for a method (H. Barnes, Trans.). New York, NY: Random House.
Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249–268). Hillsdale, NJ: Lawrence Erlbaum.
Schutz, A. (1967). Phenomenology of the social world (F. Lehnert, Trans.). Evanston, IL: Northwestern University Press.
Searle, J. (1969). Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
Sfard, A., & McClain, K. (2003). Analyzing tools: Perspectives on the role of designed artifacts in mathematics learning: Special issue. Journal of the Learning Sciences, 11(2 & 3).
Stahl, G. (2000). A model of collaborative knowledge-building. Paper presented at the Fourth International Conference of the Learning Sciences (ICLS 2000), Ann Arbor, MI. Retrieved March 16, 2003, from http://www.cis.drexel.edu/faculty/gerry/cscl/papers/ch14.pdf
Stahl, G. (2002, June). Understanding educational computational artifacts across community boundaries. Paper presented at the International Society for Cultural Research and Action Theory (ISCRAT 2002), Amsterdam, The Netherlands. Retrieved March 16, 2003, from http://www.cis.drexel.edu/faculty/gerry/cscl/papers/ch03.pdf
Stahl, G. (2003). Meaning and interpretation in collaboration. In P. Dillenbourg (Series Ed.) & B. Wasson, S. Ludvigsen & U. Hoppe (Vol. Eds.), Computer-supported collaborative learning: Vol. 2. Designing for change in networked learning environments (pp. 523–532). Dordrecht: Kluwer Academic Publishers.
Streeck, J. (1983). Social order in child communication: A study in microethnography. Amsterdam: Benjamins.
Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge, UK: Cambridge University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. (Original work published in 1930).
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. (Original work published in 1934).
Wartofsky, M. (1979). Perception, representation, and the forms of action: Towards an historical epistemology. In M. Wartofsky (Ed.), Models: Representation and the scientific understanding (pp. 188–210). London, UK: Reidel. (Original work published in 1973).
Wittgenstein, L. (1953). Philosophical investigations. New York, NY: Macmillan.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Kluwer Academic Publishers
About this chapter
Cite this chapter
Stahl, G. (2004). Building Collaborative Knowing. In: Strijbos, JW., Kirschner, P.A., Martens, R.L. (eds) What We Know About CSCL. Computer-Supported Collaborative Learning Series, vol 3. Springer, Dordrecht. https://doi.org/10.1007/1-4020-7921-4_3
Download citation
DOI: https://doi.org/10.1007/1-4020-7921-4_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-7779-1
Online ISBN: 978-1-4020-7921-4
eBook Packages: Springer Book Archive