Aroni publications
- Heinström, J. & Sormunen, E. (2018). Structure to the unstructured – Guided Inquiry Design as a pedagogical practice for teaching inquiry and information literacy skills. ISIC 2018 – The Information Behaviour Conference. Kraków, Poland, 9-11 October 2018. (accepted for publication in Information Research).
- Heinström, J., Sormunen, E., & Mikkonen, T. (2018). Serendipity in High School Students’ Information Acquisition. In Proceedings of the European Conference on Information Literacy (ECIL), September 24–27, Oulu, Finland (p. 38).
- Heinström, J., Sormunen, E., Savolainen, R., & Ek, S. (2019). Developing an empirical measure of everyday information mastering. Journal of the Association for Information Science and Technology. https://doi.org/10.1002/asi.24305
- Heinström, J., & Sormunen, E. (2020). Serendipity as chaos or discovery – exploring the role of personality and sense of coherence. Information Research, 25(4). Retrieved from http://InformationR.net/ir/25-4/isic2020/isic2001.html (Archived by the Internet Archive at https://bit.ly/3oYer7R)
- Hämäläinen, E. K., Kiili, C., Räikkönen, E., Lakkala, M., Ilomäki, L., Toom, A., & Marttunen, M. (2023). Teaching sourcing during online inquiry–adolescents with the weakest skills benefited the most. Instructional Science, 51(1), 135-163. https://doi.org/10.1007/s11251-022-09597-2
- Hämäläinen, E., Kiili, C., Räikkönen, E., & Marttunen, M. (2021). Students’ abilities to evaluate the credibility of online texts: The role of Internet-specific epistemic justifications. Journal of Computer Assisted Learning, 1-14. https://doi.org/10.1111/jcal.12580
- Ilomäki, L., Lakkala, M., Muukkonen, H., Toom, A. (2017). Teacher learning within a multinational project in an upper secondary school. Education Research International, 2017, Article ID 1614262. https://doi.org/10.1155/2017/1614262
- Ilomäki, L., Lakkala, M., Muukkonen, H., Paavola, S., & Toom, A. (2023). Investigating the characteristics of knowledge-related learning assignments in upper secondary school. Education Sciences, 23, 471. https://doi.org/10.3390/educsci13050471
- Karlgren, K., Lakkala, M., Toom, A., Ilomäki, L., Lahti-Nuuttila, P., Muukkonen, H. (2020). Assessing the learning of knowledge work competences in higher education – Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire. Research Papers in Education, 35(1), 8–22. https://doi.org/10.1080/02671522.2019.1677752
- Kiili, C., Forzani, E., Brante, E. W., Räikkönen, E., & Marttunen, M. (2021). Sourcing on the Internet: Examining the relations among different phases of online inquiry. Computers and Education Open. Article 100037. https://doi.org/10.1016/j.caeo.2021.100037
- Kiili, C., Lakkala, M., Ilomäki, L., Toom, A., Coiro, J., Hämäläinen, E., & Sormunen, E. (2022). Designing classroom practices for teaching online inquiry: Experiences from the field. Journal of Adolescent & Adult Literacy, 65(4), 297-308. https://doi.org/10.1002/jaal.1206
- Kiili, C., Smith, B. E., Räikkönen, E., & Marttunen, M. (2021). Students’ interpretations of a persuasive multimodal video about vaccines. Journal of Literacy Research. Advanced online publication. https://doi.org/10.1177/1086296X211009296
- Lakkala, M., Ilomäki, L., Mikkonen, P., Muukkonen, H., & Toom, A. (2018). Evaluating the pedagogical quality of international summer courses in a university program. International Journal of Research Studies in Education, 7(2), 89–104. http://dx.doi.org/10.5861/ijrse.2017.1781
- Lakkala, M., Muukkonen, H., Ilomäki, L., & Toom, A. (2020). Framework for evaluating the pedagogical features of university courses representing collaborative knowledge work practices. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1757-1758). Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org/handle/1/6428
- Maniotes, L. & Heinström, J. (2017). Curiosity in School Learning: A Design Framework for Educators. Poster presented at the Designing for curiosity workshop, ACM CHI Conference on Human Factors in Computing Systems, Denver, USA, May 7, 2017.
- Marttunen, M., Salminen, T. & Utriainen, J. (2021). Student evaluations of the credibility and argumentation of online sources. The Journal of Educational Research, Early online. https://doi.org/10.1080/00220671.2021.1929052
- Muukkonen, H., Lakkala, M., Ilomäki, L., & Toom, A. (2022). Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education. In Frontiers in Education (p. 524). https://doi.org/10.3389/feduc.2022.886726
- Muukkonen, H., Lakkala, M., Lahti-Nuuttila, P., Ilomäki, L., Karlgren, K., & Toom, A. (2020). Assessing the development of collaborative knowledge work competence: Scales for higher education course contexts. Scandinavian Journal of Educational Research, 64(7), 1071–1089. https://doi.org/10.1080/00313831.2019.1647284
- Vesikivi, P., Lakkala, M., Holvikivi, J., & Muukkonen, H. (2020). The impact of project-based learning curriculum on students’ credit accumulation, study experiences, and knowledge work competence. Research Papers in Education, 35(1), 64–81. https://doi.org/10.1080/02671522.2019.1677755
Aroni-julkaisuja [Aroni publications in Finnish]
Pre-Aroni publications by the teams
UTA team
- Sormunen, E., Tanni, M., Alamettälä, T. & Heinström, J. (2014). Students’ group work strategies in source-based writing assignments. Journal of the Association for Information Science and Technology 65(6), 1217-1231. [Also available at: https://blogs.sis.uta.fi/know-id/files/2013/05/Sormunen_etal_Jasist_ preCopy1.pdf]
- Sormunen, E. & Alamettälä, T. (2014). Guiding Students in Collaborative Writing of Wikipedia Articles – How to Get Beyond the Black Box Practice in Information Literacy Instruction. In: Proceedings of EdMedia 2014 – World Conference on Educational Multimedia, Hypermedia and Telecommunications. Vol. 2014, No. 1 (Jun 23, 2014) pp. 2122–2130. Chesapeake, AACE (Received the EdMedia Outstanding Paper Award).
- Ropo, E., Sormunen, E. & Heinström, J. (2015). Identiteetistä informaatiolukutaitoon: tavoitteena itsenäinen ja yhteisöllinen oppija. [From Identity to Information Literacy: towards an independent collaborative learner.] Tampere: Tampere University Press. 335 pages. Electronic publication: http://tampub.uta.fi/handle/10024/98066
HU team
- Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. doi:10.1007/s10639-014-9346-4
- Lakkala, M., & Ilomäki, L. (2013). Lukioiden valmiudet siirtyä sähköiseen ylioppilastutkintoon: kahden lukion tapaustutkimus. Vantaa: Vantaan kaupunki, Sivistystoimi.
- Lakkala, M., Toom, A., Ilomäki, L., & Muukkonen, H. (2015). Re-designing university courses to support collaborative knowledge creation practices. Australasian Journal of Educational Technology, 31(5), 521-536.
JYU team
- Kiili, C., Coiro, J., & Hämäläinen, J. (2016). An online inquiry tool to support the exploration of controversial issues on the Internet. Journal of Literacy and Technology, 17 (1–2), 31–52.
- Kiili, C., Laurinen, L., Marttunen, M., & Leu, D. J. (2012). Working on understanding during collaborative online reading. Journal of Literacy Research, 44(4), 448–483.
- Laakso, H., Kiili, C., & Marttunen, M. 2016. Akateemisten tekstitaitojen ohjaus yliopisto-opiskelijoiden tiedonrakentamisen tukena. Kasvatus 47 (2), 139–152.
- Marttunen, M. & Laurinen, L. (2012). Participant profiles during collaborative writing. Journal of Writing Research 4 (1), 53–79.
- Salminen, T., Marttunen, M. & Laurinen, L. (2012). Argumentation in secondary school students’ structured and unstructured chat discussions. Journal of Educational Computing Research 47 (2), 175–208.
- Salminen, T., & Marttunen, M. (2018). Defending either a personal or an assigned standpoint: Role play in supporting secondary school students’ argumentation face to face and through chat. Journal of Argumentation in Context 7 (1), 72-100.