Erstad. O. & Silseth, K. (Editorial) (2023). Rethinking the boundaries of learning in a digital age. Learning, Media & Technology, 48(4).
Erstad, O. (2023). Understanding Learning Lives in Transition: The Cultural Dynamics of Education Among Migrant Children. In: Lee, W.O., Brown, P., Goodwin, A.L., Green, A. (Eds.) International Handbook on Education Development in Asia-Pacific. Springer, Singapore.
Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo (ISBN 978-82-93847-11-3).
Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Temanotat: Oppsummering av sentrale funn I EVA2020 Rapport 6. Universitetet i Oslo.
Hontvedt, M., Prøitz, T. & Silseth, K. (2023). Collaborative display of competence: A case study of process-oriented and video-based assessment in school. Teaching and Teacher Education, 121, 103948.
Ludvigsen, S., Mørch, A.I. og Wagstaffe, R.B. (2023). Lett å bruke - vanskelig å forstå. Studenters samtaler og bruk av generativ KI: ChatGPT. Institutt for pedagogikk, UV, UiO. Arbeidsnotat (50 sider).
Letnes, M. A., Rasmussen, I., Bhroin, N. N., Stänicke, L. I., Veelo, N. (2023). Socio-digital divides in Norwegian education. How variation in parental mediation and pedagogical approaches influenced experiences. Nordic Journal of Digital Literacy. Volume 18, No. 3-2023, p. 201–213.
Litherland, K., & Kluge, A. (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education, 1–25.
Mavroudi, A. (2023). Challenges and recommendations on the ethical usage of learning analytics in higher education. In Practicable Learning Analytics (pp. 193-206). Cham: Springer International Publishing.
Mørch, A. I., Flø, E. E., Litherland, K. T., & Andersen, R. (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education. Learning, Culture and Social Interaction, 39, 100697.
Oswald, E., Esborg, L. & Pierroux, P. (2023). Memes, youth and memory institutions. Information, Communication & Society.
Peng, A.Y., Liu, F.S., and Chen, Z. T., 2023. Co-Constructing a Gender–State Entanglement in Canonical Three Kingdoms Fandom: A Discourse-Historical Approach. Asian Studies Review, DOI: 10.1080/10357823.2023.2245130
Pettersen, K, & Ehret, C. (accepted). Refrains of friendship in young children’s postdigital play. Journal of Literacy Research.
Rowsell, J., Arnseth, H. C., & Ruiz Cabello, P. (2023). From boundaries to entangled story lines: untangling young people’s material and immaterial storied practices. Learning, Media and Technology, 48(4).
Rødnes, K. A., & Dolonen, J. A. (2023). Students’ ideas of contributing to sustainable development: a study of how ideas emerge, travel and expand through classroom microblogging and discussions. Environmental Education Research, 29(5), 747-765.
Silseth, K., Hontvedt, M & Mäkitalo, Å. (2023). Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions. European Journal of Psychology of Education, 38(2), 881-902.
Øvrelid, E., Bygstad, B., Ludvigsen, S., & Dæhlen, M. (2023). Dual Digitalization: A Framework for Digital Transformations of Higher Education. Digital Transformations in Nordic Higher Education, 53-74 (bok)
Vasbø, K.B. and Hegna, K. (2023). Feeling close, disclosing feelings—family practices and practices of intimacy in youth–parent relations across three generations in Norway. Journal of Youth Studies. Accepted: October 2. 2023.
Wang, Z.Y., Liu, F.S., and Julkunen, I. 2023. Diversifying youth temporal orientations during educational transitions in China. Children and Society, Child Soc. 2023; 00:1–15. DOI: 10.1111/chso.12733. Accepted: 30 March 2023.