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Volume Two - Academic Conferences

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Andy Coverdale<br />

the participant interviews, and further dissemination will play an increasing role in the remaining<br />

participant interviews. enabling a negotiated understanding of their use of web 2.0. Outside the<br />

limitations of the researcher-participant relationship described here, opportunities for a shared, critical<br />

and reflective dialogue should be seen as important for the development of effective social media<br />

practices.<br />

References<br />

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Press.<br />

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Journal of Educational Technology, Vol. 39, No. 5, pp. 775-786.<br />

British Library and JISC (2009) “Researchers of tomorrow: A three year study tracking the research behaviour of<br />

'Generation Y' doctoral students. Interim Research Report 1: Summary Report”. London: Education for<br />

Change.<br />

Brooks, C. and Fyffe, J. (2004) “Are we comfortable yet? Developing a community of practice with PhD students<br />

at the University of Melbourne”, Ascilite Conference, Perth.<br />

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academic authority”, Ascilite Conference, Melbourne.<br />

Chiang, K.-H. (2003) “Learning experiences of doctoral students in UK universities”, International Journal of<br />

Sociology and Social Policy, Vol. 23, No. 1-2, pp. 4-32.<br />

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2.0 practices”, Open Learning, Vol. 25, No. 2, pp. 141-151.<br />

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in Higher Education, Vol. 35, No. 1, pp. 25-39.<br />

Deem, R. and Brehony, K. J. (2000) “Doctoral students’ access to research cultures – are some more unequal<br />

than others?”, Studies in Higher Education, Vol. 25, No. 2, pp. 149-165.<br />

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Researcher, Vol. 31, No. 8, pp. 4-14.<br />

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Communication Quarterly, Vol. 67, No. 2, pp. 168-181.<br />

McAlpine, L., Jazvac-Martek, M. and Hopwood, N. (2009) “Doctoral student experience: Activities and difficulties<br />

influencing identity development”, International Journal for Researcher Development, Vol. 1, No. 1.<br />

Nardi, B. A. (1996) Activity theory and human-computer interaction. In B. A. Nardi (Ed.), Context and<br />

consciousness: activity theory and human-computer interaction, Cambridge, MA: MIT Press, pp. 69-103.<br />

Prenksy, M. (2001) “Digital natives, digital immigrants”, On the Horizon, Vol. 9, No. 5, pp. 1-6.<br />

Procter, R., Williams, R. and Stuart, J. (2010) “If you build it, will they come? How researchers perceive and use<br />

web 2.0”, London: Research Information Network.<br />

Selwyn, N. (2010) “The educational significance of social media – a critical perspective”, Ed-Media conference<br />

2010, Toronto.<br />

Strauss, A. and Corbin, J. (1998) Basics of qualitative research: Techniques and procedures for developing<br />

grounded theory (2nd Ed.). Thousand Oaks, CA: Sage Publications.<br />

Thomson, P. and Walker, M. (2010) Doctoral education in context: The changing nature of the doctorate and<br />

doctoral students. In P. Thomson & M. Walker, The Routledge Doctoral Student’s Companion. London:<br />

Routledge. 9-26.<br />

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Yamagata-Lynch, L. C. (2010) Activity systems analysis methods: Understanding complex learning<br />

environments. New York: Springer.<br />

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