The Use of Activity Theory in Literacy Research: Working and developing a vocational portfolio and the interaction of the two activities
Barton, D and Hamilton, M (2005) Literacy, Reification and the Dynamics of Social Interaction, in Barton, D and Tusting, K, eds, Beyond Communities of Practice: Language, power, and social context, Cambridge University Press, Cambridge.
Brandt, D (1995) Sponsors of Literacy, College Composition and Communication, vol 49, pp 165-185. http://dx.doi.org/10.2307/358929
EngestrÃ¶m, Y (1990) Learning, Working and Imagining: Twelve studies in activity theory, Orienta-Konsultit Oy, Helsinki.
EngestrÃ¶m, Y (2001) Expansive Learning at Work: Toward an activity theoretical reconceptualization, Journal of Education and Work, vol 14, no 1, pp 133-156.
EngestrÃ¶m, Y, EngestrÃ¶m, R and KÃ¤rkkÃ¤inen, M (1995) Polycontextuality and Boundary Crossing in Expert Cognition: Learning and problem solving in complex work activities, Learning and Instruction, vol 5, no 4, pp 319-336. http://dx.doi.org/10.1016/0959-4752(95)00021-6
Fuller, A and Unwin, L (2004) Expansive Learning Environments: Integrating organizational and personal development, in Fuller, A, Munro, A and Rainbird, H, eds, Workplace Learning in Context, Routledge, London.
Gutierrez, K, Baquedano-Lopez, P and Tejeda, C (1999) Rethinking Diversity: Hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, vol 6, no 4, pp 286-303. http://dx.doi.org/10.1080/10749039909524733
IvaniÄ, R (2006) Language, Learning and Identification, in Kiely, R, Rea-Dickins, P, Woodfield, H and Clibbon, G, eds, Language, Culture and Identity in Applied Linguistics, BAAL & Equinox Publishing Ltd, London, pp 7-29.
Kaptelinin, V (2005) The Object of Activity: Making sense of the sense-maker, Mind, Culture, and Activity, vol 12, no 1, pp 4-18. http://dx.doi.org/10.1207/s15327884mca1201_2
Keating, M (2005) The Person in the Doing: Negotiating the experience of self, in Barton, D and Tusting, K, eds, Beyond Communities of Practice: Language, power and social context, Cambridge University Press, Cambridge. http://dx.doi.org/10.1017/CBO9780511610554.007
Kell, C (2006) Crossing the Margins: Literacy, semiotics and the recontextualisation of meanings, in Pahl, K and Rowsell, J, eds, Travel Notes from the New Literacy Studies: Instances of practice, Multilingual Matters, Clevedon, pp 147-169.
Leontiev, A (1978) Activity, Consciousness and Personality, Prentice Hall, Englewood Cliffs, NJ.
Russell, D (2005) Texts in Contexts: Theorizing learning by looking at literacies, Paper presented at Seminar Two in the ESRC Teaching and Learning Research Programme (TLRP) thematic seminar series, Contexts, Communities, Networks: Mobilising learners' resources and relationships in different domains, Lancaster University.
Satchwell, C and IvaniÃ§, R (2007) The Textuality of Learning Contexts in UK colleges, Pedagogy, Culture and Society, vol 15, no 3, pp 303-316. http://dx.doi.org/10.1080/14681360701602190
Scribner, S (1997) Studying Literacy at Work: Bringing the laboratory to the field, in Tobach, E, Joffe-Falmagne, R, Parlee, M, Martin, L and Scribner-Kapelman, A, eds, Mind and Social Practice: Selected writings of Sylvia Scribner, Cambridge University Press, Cambridge.
Star, S (1989) The Structure of Ill-Structured Solutions: Boundary objects and heterogeneous distributed problem solving, in Gasser, L and Huhns, M, eds, Distributed Artificial Intelligence, vol 2, Pitman, London, pp 37-54, http://dx.doi.org/10.1016/B978-1-55860-092-8.50006-X
Suchman, L (1994) Working Relations of Technology Production and Use, Computer Supported Cooperative Work, vol 2, pp 21-39. http://dx.doi.org/10.1007/BF00749282
Wenger, E (1998) Communities of Practice: Learning, meaning and identity, Cambridge University Press, Cambridge. http://dx.doi.org/10.1017/CBO9780511803932