Kristine Blair. 2019. Technofeminist Storiographies: Women, Information Technology, and Cultural Representation. Lanham, MD: Lexington Books.
Contributor Notes
Amélie Lemieux (ORCID: 0000-0002-0701-4638) is an assistant professor in the department of didactics of the University of Montreal's Faculty of Education. Working at the intersections of literacies, the arts, and technology, her research addresses and seeks to re/define adolescent engagement in both traditional and digital contexts. Email: amelie.lemieux.1@umontreal.ca
Frank, Kristyn. 2019. A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada. Catalogue no. 11F0019M, Department for Women and Gender Equality. Ottawa: Statistics Canada.
Frank, Kristyn. 2019. A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada. Catalogue no. 11F0019M, Department for Women and Gender Equality. Ottawa: Statistics Canada.)| false
Hawreliak, Jason, and AmélieLemieux. 2020. “The Semiotics of Social Justice: A Multimodal Approach to Examining Social Justice Issues in Videogames.” Discourse: Studies in the Cultural Politics of Education41 (5): 144‒152. https://doi.org/10.1080/01596306.2020.1769936.
Hawreliak, Jason, and AmélieLemieux. 2020. “The Semiotics of Social Justice: A Multimodal Approach to Examining Social Justice Issues in Videogames.” Discourse: Studies in the Cultural Politics of Education 41 (5): 144‒152. https://doi.org/10.1080/01596306.2020.1769936.)| false
Keune, Anna, KyliePeppler, and KarenWohlwend. 2019. “Recognition in Makerspaces: Supporting Opportunities for Women to ‘Make’ a STEM Career.” Computers in Human Behavior 99: 368‒380. https://doi.org/10.1016/j.chb.2019.05.013.
Keune, Anna, KyliePeppler, and KarenWohlwend. 2019. “Recognition in Makerspaces: Supporting Opportunities for Women to ‘Make’ a STEM Career.” Computers in Human Behavior 99: 368‒380. https://doi.org/10.1016/j.chb.2019.05.013.10.1016/j.chb.2019.05.013)| false
Lemieux, Amélie, and JenniferRowsell. 2021. “Crafting Stories and Cracking Codes in a Canadian Elementary School.” In Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media, ed. CherylMcLean and JenniferRowsell, 187‒205. New York: Routledge.
Lemieux, Amélie, and JenniferRowsell. 2021. “Crafting Stories and Cracking Codes in a Canadian Elementary School.” In Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media, ed. CherylMcLean and JenniferRowsell, 187‒205. New York: Routledge.)| false
Sheridan, Mary P., AmélieLemieux, Ashley DoNascimento, and Hans ChristianArnseth. 2020. “Intra-active Entanglements: What Posthuman and New Materialist Frameworks Can Offer the Learning Sciences.” British Journal of Educational Technology51 (4): 1277‒1291. https://doi.org/10.1111/bjet.12928.
Sheridan, Mary P., AmélieLemieux, Ashley DoNascimento, and Hans ChristianArnseth. 2020. “Intra-active Entanglements: What Posthuman and New Materialist Frameworks Can Offer the Learning Sciences.” British Journal of Educational Technology 51 (4): 1277‒1291. https://doi.org/10.1111/bjet.12928.10.1111/bjet.12928)| false
UNESCO and Equals Skills Coalition. 2019. I'd Blush if I Could: Closing Gender Divides in Digital Skills through Education. GEN/2019/EQUALS/1 REV 3, Equals Global Partnership, Federal Ministry for Economic Cooperation and Development. Paris: UNESCO.
UNESCO and Equals Skills Coalition. 2019. I'd Blush if I Could: Closing Gender Divides in Digital Skills through Education. GEN/2019/EQUALS/1 REV 3, Equals Global Partnership, Federal Ministry for Economic Cooperation and Development. Paris: UNESCO.)| false