Publications

Selected Publications

Reynolds, R. & Leeder, C. (2017, in press). Information Uses and Learning Outcomes During Guided Discovery in a Blended E-Learning Game Design Program for Secondary Computer Science Education. Hawaii International Conference on System Sciences, Waikoloa, HI, Volume: Proceedings, Jan. 2017

Chu, SKW., Reynolds, R., Tavares, N., Notari, M., & Lee, C. (2016). Developing 21st Century Skills through Inquiry Based Learning: From Theory to Practice. NY: Springer Science.

Reynolds, R. (2016). Relationships among tasks, collaborative inquiry processes, inquiry resolutions, and knowledge outcomes in adolescents during guided discovery-based game design in school. Journal of Information Science: Special Issue on Searching as Learning. 42: 35-58.

Reynolds, R. (2016). Relationships among tasks, collaborative inquiry processes, inquiry resolutions, and knowledge outcomes in adolescents during guided discovery-based game design in school. Journal of Information Science: Special Issue on Searching as Learning. 42: 35-58.

Reynolds, R. (2016). Defining, designing for, and measuring “digital literacy” development in learners: A proposed framework. Educational Technology Research & Development. 64(1).

Reynolds, R. & M. M. Chiu. (2015). Reducing digital divide effects through student engagement in coordinated game design, online resource uses, and social computing activities in school. Journal of the Association for Information Science and Technology (JASIST).

Reynolds, R. & Chiu, M. (2013). Formal and informal context factors as contributors to student engagement in a guided discovery-based program of game design learning. Journal of Learning, Media & Technology. 38(4), pp. 429-462.

Reynolds, R. & Chiu, M. (2012). Contribution of motivational orientations to student outcomes in a discovery-based program of game design learning. Paper presented at the annual conference of the International Conference of the Learning Sciences (ICLS), July 2012, Sydney, Australia.

Reynolds, R. (2014). Understanding and Measuring Student Inquiry and Resource Use Processes, and their Contribution to Outcomes, in “Guided Discovery-Based” Learning. Published in the Proceedings of the Information Interaction in Context conference (IIiX) Workshop on Searching as Learning. Regensburg, Germany, August, 2014.

Reynolds, R. & Wolf, J. (2014). Collaborative inquiry-supported game design as a context for cultivating ‘Constructionist Digital Literacy.’ Paper presented at the annual convention of the American Education Research Association (AERA), Philadelphia, PA, April, 2014.

Reynolds, R.; Baik, EB & Li, X. (2013). Collaborative information seeking in the wild: Middle-schoolers’ self-initiated teamwork strategies to support game design. Paper presented at the annual convention of the American Society for Information Science and Technology (ASIST), 2013.

Reynolds, R. & Goggins, S. (2013).  Designing socio-technical systems to support guided “discovery-based” learning in students: The case of the Globaloria game design initiative. Presented at the Learning Analytics and Knowledge conference, Leuven, Belgium.

Reynolds, R. & Goggins, S. (2011). Analyzing student wiki interactions at multiple levels of analysis within an online social network of game design learning: Team, school, and page-level findings.  Presented at the CSCL Data Workshop at the Computer Supported Collaborative Learning conference, July 2011, Hong Kong.

Reynolds, R. & Harel Caperton, I. (2011). Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning. Journal of Educational Technology Research and Development, 59(2), pp. 267-289. http://www.springerlink.com/content/063898h522425207/

Reynolds, R. (2010). Developing a content analysis approach to measuring student engagement in Constructionist game making learning environments. Paper presented at the August, 2010 Annual Conference of the Association for Education in Journalism and Mass Communication (AEJMC), Denver, CO.

Arnone, M., Small, R., & Reynolds, R. (2010). Supporting inquiry by identifying gaps in student confidence: Development of a measure of perceived competenceSchool Libraries Worldwide, 16(1), pp. 47-60.

Arnone, M., Reynolds, R. & Marshall, T. (2009). The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research.  motivation for research.  School Libraries Worldwide, 15(2), pp 115-134.

Arnone, M. & Reynolds, R.  (2009). Empirical support for the integration of dispositions in action and multiple literacies into AASL’s Standards for the 21st Century Learner. School Library Media Research, 12.