Refereed Journal Articles
(I’m happy to provide access to any publications)
Hollett, T., Ehret, C. (2019). The idiocultural sensibilities of spothunting in action sports culture: Affect, desire, change. Mind, Culture, and Activity. Advance online publication. doi: 10.1080/10749039.2019.1612439
Hollett, T. and Hein, RJ*. (2018). Affective atmospheres and skatepark sessions: The spatiotemporal contours of interest. Learning, Culture, and Social Interaction. Advance online publication. doi:10.1016/j.lcsi.2018.12.001
Hostetler, A., Sengupta, P., & Hollett, T. (2018). Unsilencing Critical Conversations in Social-Studies Teacher Education Using Agent-based Modeling. Cognition and Instruction, 36(2), 139-170.
Hollett, T. (2017). Symbiotic learning partnerships in youth action sports. Convergence: The International Journal of Research into New Media Technologies.
Hollett, T. & Kalir, J. (2017). Mapping playgrids for learning across space, time, and scale. TechTrends. Advanced online publication. doi: 10.1007/s11528-016-0138-0
Leander, KM and Hollett, T. (2017). The embodied rhythms of learning: From learning across settings to learners crossing settings. International Journal of Educational Research.
Hollett, T. & Ehret, C. (2016). Civic rhythms in an informal, media-rich learning program. Learning, Media & Technology.
Hollett, T. (2016). Interests-in-motion in an informal, media-rich learning setting. Digital Culture & Education.
Ehret, C. & Hollett, T. (2016). Affective dimensions of participatory design research in informal learning environments: Placemaking, belonging, and correspondence. Cognition & Instruction.
Ehret, C., Hollett, T., & Jocius, R. (2016). Movement, meshworks, and new media making: An intra-action analysis of adolescents making a digital book trailer. Journal of Literacy Research.
Leander, KM. & Hollett, T. (2014). Designing new spaces for literacy learning. Literacy Research Association Yearbook, 62, p. 29-42.
Hollett, T. & Ehret, C (2014). Bean’s World: (Mine)crafting affective atmospheres for gameplay, learning, and care in a children's hospital. New Media and Society.
Ehret, C. & Hollett, T. (2014). Embodied Compositionin real virtualities. Adolescents’ literacy practices and felt experiences moving with digital, mobile devices in school. Research in the Teaching of English, 48(4), p. 428-452.
Ehret, C. & Hollett, T. (2014) (Re)placing school: Fifth-graders’ counter-mobilities while composing with mobile devices in a digital media enrichment class. Journal of Adolescent and Adult Literacy, 57(2), 110-119.
Hollett, T., Phillips, N.C. & Leander, K.M. (2017. Digital geographies. In Mills, K.A., Stornaiuolo, A., Smith, A. & Zacher Pandya. Routledge Handbook of Digital Writing and Literacy in Education.
Hollett and Ehret, C. (2017). Relational methodologies for mobile literacies: Intra-action, atmosphere, and rhythm. In Burnett, C., Merchant, G., Simpson, A. and Walsh, M (eds.). Mobile Literacies: The Case of the iPad.
Hollett, T. (2015). Nashville: Building Blocks: A Case Study. In Gordon, E. and Mihailidis, P. (Eds). The Civic Media Reader. Cambridge, MA: MIT Press.
Hollett, T. & Leander, KM. (2013). Location-based environments and technologies. In Price, S., Jewitt, C., & Brown, B. (Eds.). The Sage Handbook of Digital Technology Research. London: Sage.