Applebee, A. (1984). Contexts for learning to write:  Studies of secondary school instruction. Norwood, NJ: Albex Publishing Corporation.

Applebee, A., Langer. (1994). NAEP 1992:  Writing report card. Princeton, NJ: Educational Testing Services.

Askov, E., Bixler. (1998). Transforming adult literacy through computer-assisted instruction. In D. Reinking, McKenns (Ed.), Handbook of literacy and technology:  Transformations in a post-typographic world (pp. 167-184). Mahwah, NJ: Lawrence Erlbaum Associates.

Atwell, N. (1987). In the middle:  Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.

Atwell, N. (1998). In the middle:  New understandings about writing, reading and learning. Portsmouth, NH: Heinemann.

Au, K., & Raphael. (1998). Curriculum and teaching in literature-based programs. In T. Raphael, & Au (Ed.), Literature-based instruction:  Reshaping the curriculum (pp. 123-148). Norwood, MA: Christopher Gordon Publishers.

Bakhtin, M. (1986). Speech genres & other late essays (C. Emerson, & Holquist, Ed.) (V. McGee, Trans.). Autsin, TX: University of Texas Press.

Beach, R., & Lundell. (1998). Early adolescents' use of computer-mediated communication in writing and reading. In D. Reinking, McKenns (Ed.), Handbook of literacy and technology:  Transformations in a post-typographic world (pp. 93-114). Mahwah, NJ: Lawrence Erlbaum Associates.

Beaufort, A. (1992, March 19-21). Where is genre in writing instruction?. Presented at the Annual Meeting of the Conference on College Composition and Communication. Cincinnatti, OH.

Beaufort, A. (1999). Writing in the real world:  Making the transition from school to worlk. New York: Teachers College Press.

Berkenkotter, C. (1993, October). A 'rhetoric for naturalistic inquiry' and the question of genre. Research in the Teaching of English, 27, 293-304.

Berkenkotter, C., & Huckin. (1993, October). Rethinking genre from a sociocognitive perspective. Written Communication, 10(4), 475-509.

Blair, K. (1995, March 23-25). Ethnography and the Internet:  Research into electronic discourse communities. Presented at the Annual meeting of the Conference on College Composition and Communication. Washington, D.C.

Bogdan, R., & Biklen. (1998). Qualitative research in education:  An introduction to theory and methods (3). Boston, MA: Allyn and Bacon.

Britton, J. (1982). Prospect and retrospect:  Selected essays of James Britton (G. Pradl, Ed.). Montclair, NJ: Boynton/Cook Publishers.

Bruce, B., & Hogan. (1998). The disappearance of technology:  Toward an ecological model of literacy. In D. Reinking, McKenna (Ed.), Handbook of literacy and technology:  Transformations in a post-typographic world (pp. 269-281). Mahwah, NJ: Lawrence Erlbaum Associates.

Calkins, L. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.

Campbell, J., Voelkl. (1997). NAEP 1996 trends in academic progress. Washington, D.C.: National Center for Education Statistics.

Carruthers, T. (1999). Teachers:  A tribute. Kansas City, MI: Andrews McMeel Publishing.

Cazden, C. (1994). Selective traditions: Reading of Vygotsky in writing pedagogy (pp. 165-185).

Christian, S. (1997). Exchanging lives:  Middle school writers online. Urbana, IL: NCTE.

Denzin, N. (1999). Cybertalk and the method of instances. In S. Jones (Ed.), Doing Internet research:  Critical issues and methods for examining the net (pp. 107-125). Thousand Oaks, CA: Sage Publications.

Devitt, A. (1992, March 19). Reconsidering genre in composition. Presented at the Annual Meeting of the Conference on College Composition and Communication. Cincinnati, OH.

Dewey, J. (1990). The school and society:  The child and the curriculum. Chicago, IL: The University of Chicago Press.

Dyson, A. (1993). Social worlds of children learning to write. New York: Teachers College Press.

Eckert, P. (1989). Jocks and burnouts:  Social categories and identity in the high school. New York: Teachers College Press.

Eldred, J., & Hawisher. (1995). Researching electronic networks. Written Communication, 12(3), 330-359.

Electronic networks:  Crossing boundaries/creating communities. (1999) (T. Howard, & Benson, Ed.). Portsmouth, NH: Boynton/Cook Publishers.

Erikson, E. (1950). Childhood and society. W.W. Norton & Company.

Fahnestock, J. (1993, October). Genre and rhetorical craft. Research in the Teaching of English, 27(3), 265-271.

Faigley, L. (1992). Fragments of rationality:  Postmodernity and the subject of composition. Pittsburgh, PA: University of Pittsburgh Press.

Federal Trade Commission. (1998). Privacy online:  A report to Congress. United States of America: Author.

Flick, U. (1998). An introduction to qualitative research:  Theory, method, and applications. London: Sage.

Flower, L. (1994). The construction of negotiated meaning:  A social cognitive theory of writing. Carbondale, IL: Southern Illinois University Press.

Freedman, A. (1993, October). Show and tell?  The role of explicit teaching in the learning of new genres. Research in the Teaching of English, 27(3), 222-251.

Galegher, J., Sproull. (1998, October). Legitimacy, authroity, and community in electronic support groups. Written Communication, 15(4), 493-530.

Garton, L., Haythornthwaite. (1999). Studying on-line social networks. In S. Jones (Ed.), Doing internet research:  Critical issues and methods for examining the net (pp. 75-105). Thousand Oaks, CA: Sage Publications.

Gee, J. (1990). Social linguistics and literacies. New York: Falmer.

Gee, J. (1996). Social linguistics and literacies:  Ideology in discourses (2). Bristol, PA: Falmer Press.

Gee, J. (1999). An introduction to discourse analysis:  Theory and method. New York: Routledge.

Gee, J. (2000, February). Teenagers in new times:  A new literacy studies perspective. Journal of Adolescent & Adult Literacy, 43(5), 412-420.

Genre and the new rhetoric. (1994) (A. Freedman, & Medway, Ed.). London: Taylor & Francis.

Glaser, B., & Strauss. (1967). The discovery of grounded theory:  Strategies for qualitative research. New York: Aldine deGruyter.

Glaser, G. (1978). Theoretical sensitivity:  Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.

Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.

Guthrie, J., & Wigfield. (1997). Reading engagement:   A rationale for theory and teaching. In J. Guthrie, & Wigfield (Ed.), Reading engagement:  Motivating readers through integrated instruction (pp. 1-12). Neward DE: International Reading Association.

Halliday, M. (1978). Language as social semiotic. London: Edward Arnold.

Hauben, M., & Hauben. (1997). Netizens:  On the history and impace of Usenet and the Internet. Los Alamitos, CA: IEEE Computer Society Press.

Hawisher, G., & Selfe. (1998). Reflections on computers and composition studies at the century's end. In I. Snyder (Ed.), Page to screen"  Taking literacy into the electronic era (pp. 3-19). New York: Routledge.

Hayes, J., & Flower. (1979, April). Writing as problem solving. Presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA.

Holmes, M. (1987, November 5-8, 1987). A conversational analysis of computer-mediated discourse. Presented at the 73rd annual meeting of the Speech Communication Association. Boston, MA: Speech Communication Association.

Howard, T. (1996). Mapping the minefield of electronic ethics. In C. Edgar, & Wood (Ed.), The nearness of you:  Students and teachers writing on-line (pp. 48-68). New York: Teachers & Writers Collaborative.

Isaac, S., & Michael. (1995). Handbook in research and evaluation for education and the behavioral sciences (3). San Diego, CA: Educational and Industrial Testing Services.

Janesick, V. (1998). The dance of qualitative research design:  Metaphor, methodolatry, and meaning. In N. Denzin, & Lincoln (Ed.), Strategies of qualitative inquiry. Thousand Oaks, CA: Sage.

Kamil, M., & Lane. (1998). Researching the relation between technology and literacy:  An agenda for the 21st century. In D. Reinking, McKenna (Ed.), Handbook of literacy and technology:  Transformations in a post-typographic world (pp. 323-341). Mahwah, NJ: Lawrence Erlbaum Associates.

Kolko, B. (1998). We are not just (electronic) words:  Learning the literacies of culture, body and politics. In T. Taylor, & Ward (Ed.), Literacy theory in the age of the Internet (pp. 61-78). New York: Columbia University Press.

Kowch, E., & Schwier. (1997, February 21). Building learning communities with technology. Presented at the National Congress on Rural Education. Saskatchewan, Canada.

Langer, J. (1985, April). Children's sense of genre:  A study of performance on parallel reading and writing tasks. Written Communication, 2(2), 157-187.

LaTour, B. (1988). Technology is society made durable. In J. Law (Ed.), A sociology of monsters:  Essays on power, technology, and domination (pp. 103-131). New York: Routledge.

LaTour, B. (1993). We have never been modern. Cambridge, MA: Harvard University Press.

Lave, J., & Wenger. (1991). Situated learning:  Legitimate peripheral participation. New York: Cambridge University Press.

Lay, M. (1996). The computer culture, gender, and nonacademic writing:  An interdisciplinary critique. In A. Duin, & Hansen (Ed.), Nonacademic writing:  Social theory and technology (pp. 57-80). Mahwah, NJ: Lawrence Erlbaum Associates.

Leu, D., & Kinzer. (2000, Jan/Feb/Mar). The convergence of literacy instruction and networked technologies for information and communication. Reading Research Quarterly, 35(1), 108-127.

Leu, D., Hillinger. (1998). Grounding the design of new technologies for literacy and learning in teachers' instructional needs. In D. Reinking, McKenna (Ed.), Handbook of literacy and technology:  Transformations in a post-typographic world (pp. 203-220). Mahwah, NJ: Lawrence Erlbaum Associates.

Lincoln, Y., & Guba. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

The literacy dictionary: The vocabulary of reading and writing. (1995) (T. Harris, and Hodges, Ed.). Newark, DE: IRA.

Luke, A. (2000, February). Standpoints & voices:  A response to Ann Peterson Bishop. Journal of Adolescent & Adult Literacy, 43(5), 482-484.

McDermott, V. (1980, Fall). Interpersonal communication networks:  An approach through the understanding of self-concept, significant others, and the social influence process. Communication Quarterly, 28(4), 13-25.

McRae, S. (1996). Coming apart at the seams:  Sex, text and the virtual body. In L. Cherny, & Wiese (Ed.), Wired-Women:  Gender and new realities in cyberspace (pp. 242-64). Seattle: Seal.

Mead, M. (1970). Culture and commitment. Garden City, NJ: Anchor Press.

Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Fransisco: Jossey-Bass.

Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-67.

Moreno, J. (1953). Who shall survive?  Foundations of sociometry, group psychotherapy, and socio drama. New York: Beacon House.

The nearness of you:  Students and teachers writing on-line. (1996) (C. Edgar, & Wood, Ed.). New York: Teachers and Writers Collaborative.

New London Group. (1996). A pedagogy of multiliteracies:  Designing social futures. Harvard Educational Review, 66(1), 60-92.

Pearson, P., & Gallagher. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.

Pool, I. d. S. (1959). Trends in content analysis. Urbana, IL: University of Illinois Press.

Power, B. (1995, November). Bearing walls and writing workshops. Language Arts, 72(7), 782-488.

Rheingold, H. (1993). The virtual community:  Homesteading on the electronic frontier. Reading, MA: Addison-Wesley.

Rogoff, B. (1995). Observing sociocultural activity on three places:  Participatory appropriation, guided participations, and apprenticeship. In J. Wertsch, Del Rio (Ed.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press.

Schwab, J. (1975, May/June). Learning community. The Center Magazine, 8(3), 30-47.

Selfe, C., & Daniel. (1988). The tie that binds:  Building discourse communitites and group cohesion through computer-based conferences. Collegiate Microcomputer, 6(4), 339-348.

Selfe, C., & Selfe. (1994). The politics of interface:  Power and its exercise in electronic contact zones. College Composition and Communication, 45, 480-504.

Sergiovanni, T. (1996). Leadership for the schoolhouse. San Francisco, CA: Jossey-Bass.

Simich-Dudgeon, C. (1999). Interpersonal involvement strategies in online textual conversations:  A case study of a learning community. . Indiana University.

Smith, R., & Curtin. (1998). Children, computers and life online:  Education in a cyber-world. In I. Snyder (Ed.), Page to screen:  Taking literacy into the electronic era (pp. 211-233). New York: Routledge Press.

Stainton, C. (1992). Genre awareness - A focused review of the literature. Language Awareness, 1(2), 109-121.

Strauss, A., & Corbin. (1990). Basics of qualitative research:  Grounded theory procedures and techniques. Sage Publications: Newbury Park, CA.

Swales, J. (1987, March 19-21, 1987). Approaching the concept of discourse community. Presented at the Annual meeting of the Conference on College Composition and Communication. Atlanta, GA.

Swales, J. (1990). Genre analysis:  English in academic and research settings. Cambridge, MS: Cambridge University Press.

Tapscott, D. (1998). Growing up digital:  The rise of the net generation. New York: McGraw-Hill.

Turkle, S. (1995). Life on the screen:  Identity in the age of the Internet. New York: Simon & Schuster.

U. S. Department of Education. (1999, September). NAEP 1998 Writing Report Card for the Nation and the States (National Center for Education Statistics) (E. Greenwald, Persky, Ed.). Office of Educational Research and Improvement.

U.S. Department of Education. (1996). Getting America's students ready for the 21st century:  Meeting the technology literacy challenge. Washington, D.C.: Author.

van Joolingen, W., & De Jong. (1992). Modelling domain knowledge for intelligent simulation learning environments. Computer Educator, 18(1-3), 29-37.

Vygotsky, L. (1962). Thought and language (E. a. V. Hanfmann, G., Ed.). Cambridge, MA: MIT Press.

Vygotsky, L. (1978). Mind in society:  The development of higher psychological processes (M. Cole, John-Steiner, Ed.). Cambridge, MA: Harvard University Press.

Wenger, E. (1998). Communities of practice:  Learning, meaning, and identity. New York: Cambridge University Press.

Williams, J., & Colomb. (1993, October). The case for explicit teaching:  Why what you don't know won't help you. Research in the Teaching of English, 27(3), 252-264.