Publications
Making
Litts, B. & Halverson, E. R. (in press). Taking up multiliteracies in a constructionist design context. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Constructionism in context. Cambridge, MA: MIT Press.
Halverson, E. R., Litts, B., & Gravel, B. (2018). Forms of emergent collaboration in maker-based learning. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age. Making the Learning Sciences Count, (pp. 1304-1311). London: International Society of the Learning Sciences.
Halverson, E. R. & Peppler, K. (2018). The Maker Movement and learning. In F. Fischer, C. Hmelo-Silver, S. Goldman, & P. Reimann (Eds.), The International Handbook of the Learning Sciences, Chapter 34.
Halverson, E. R., Lakind, A., & Willett, R. (2017). The Bubbler as a Systemwide Makerspace: A Design Case of How Making Became a Core Service of the Public Libraries. International Journal of Designs for Learning, 8(1), 57-68.
Nixon, J., Halverson, E., Stoiber, A., & Garbacz, A. (2021). ‘I played a song with the help of a magic banana’: Assessing short-term making events. Information and Learning Sciences.
Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makerspaces as learning environments (Volume 1). New York: Routledge.
Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makers as Learners (Volume 2). New York: Routledge.
Litts, B., Halverson, E. R., & Bakker, M. (2016). The role of online communication in a maker community. In K. Peppler, E. Halverson, & Y. Kafai (Eds.), Makeology: Makerspaces as learning environments (pp. 190-204). New York: Routledge.
Johnson, B., & Halverson, E. (2015). Learning in the making: leveraging technologies for impact. Paper for "Innovations in Interaction Design & Learning" workshop, IDC 2015, Boston, MA.
Halverson E. R. & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.
Sheridan, K. M., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531.
Arts Education
Lashley, Y. & Halverson, E. R. (2021) Towards a collaborative approach to measuring Social-Emotional Learning in the arts, Arts Education Policy Review, 122(3), 182-192, DOI: 10.1080/10632913.2020.1787909
Eddy, M., Blatt-Gross, C., Edgar, S. C., Gohr, A., Halverson, E., Humphreys, K., & Smolin, L. (2021) Local-level implementation of Social Emotional Learning in arts education: moving the heart through the arts, Arts Education Policy Review, 122(3), 193-204, DOI: 10.1080/10632913.2020.1788681
Halverson, E. R., Saplan, K., Stoiber, A., & Rabkin, N. (2020). The role of critique in student-artists metacognitive practices. In K. Knutson, T. Okada, & K. Crowley (Eds.), Multidisciplinary approaches to art learning and creativity: Fostering exploration in formal and informal settings (pp. 167-188). NY: Routledge.
Halverson, E. R. (2018). How the arts will transform education. 2018 NCECA Journal, pp. 34-36. Boulder, CO: National Council on Education for the Ceramic Arts.
Halverson, E. R. & Halverson, R. (2017). Designing improvisation into schools as a source of organizational innovation. In, E. Insulander, S. Kjällander, F. Lindstrand, & A. Åkerfeldt (Eds). Den nya didaktiken - text, representation och design (The new didactics - text, representaion and design). Stockholm: Liber.
Halverson, E. R., Lowenhaupt, R., & Kalaitzidis, T. J. (2015). Towards a theory of distributed instruction in creative arts education. Journal of Technology & Teacher Education, 23(3), 357-385.
Halverson, E. R. & Sheridan, K. (2014). Arts education in the learning sciences. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 626-646). London: Cambridge University Press.
Halverson, E. R. & Bass, M. (2012). Identity and digital media production in the college classroom. Proceedings of the Tenth International Conference of the Learning Sciences.
Halverson, E. R. (2009a). Artistic production processes as venues for positive youth development. Revista Interuniversitaria de Formacion del Profesorado (Interuniversity Journal of Teacher Education), 23(3), 181-202.
Media Arts
Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Hernando Llorens, B. & Bass, M. (2014). What makes a youth-produced film good? The youth audience perspective. Learning, Media, & Technology, 39(3).
Halverson, E. R. (2013). Digital art-making as a representational process. The Journal of the Learning Sciences, 22(1), 121-162.
Bass, M. B. & Halverson, E. R. (2013). Representing self through media: A personal journey through This American Life. In K. Jocson (Ed.), Cultural transformations: Youth and pedagogies of possibility. Cambridge, MA: Harvard Education Press.
Bass, M. B. & Halverson, E. R. (2012). Representation radio: Digital art-making as transformative pedagogical practice. Pedagogies: An International Journal, 7(4), 347-363.
Halverson, E. R. (2010c). Film as identity exploration: A multimodal analysis of youth-produced films. Teachers College Record, 112(9), 2352-2378.
Halverson, E. R. & Gibbons, D. (2010). “Key moments” as pedagogical windows into the digital video production process. Journal of Computing in Teacher Education, 26(2), 69-74.
Halverson, E. R., Lowenhaupt, R., Gibbons, & Bass, M. (2009). Conceptualizing identity in youth media arts organizations: A comparative case study. E-Learning, 6(1), 23-42.
Technology + Learning
Halverson, E. R., Jordan-Douglass, A., Nixon, J., & Schindler, E. (in press). How educational and communications technologies play a role in arts and humanities teaching and learning. In M. J. Bishop, J. Elen, E. Boling, & V. Svilha (Eds.), Handbook of research in educational communications and technology. Springer.
Kalaitzidis, T. J., Litts, B. & Halverson, E. R. (2016). Collaborative production of digital media: A new design for the college classroom. In B. Beatty (Ed.), Instructional-design theories and models (Volume IV). New York: Routledge.
Halverson, E. R. (2012). Participatory media spaces: A design perspective on learning with media and technology in the 21st century. In C. Steinkuehler, K. Squire, and S. Barab (Eds.), Games Learning & Society: Learning and meaning in a digital age, pp. 244-270. New York: Cambridge University Press.
Halverson, E. R. (2011). The promise and peril of social media in education. On the Horizon, 19(1), 62-67.
Halverson, E. R. (2009b). Shifting learning goals: From competent tool use to participatory media spaces in the emergent design process. Cultural Studies of Science Education, 4(1), 67-76.
Halverson, E. R. & Halverson, R. (2008). Competitive fandom: The case for fantasy baseball. Games and Culture, 3(3-4), 286-308.
Research Methods
Halverson, E. R. & Magnifico, A. (2013). Bidirectional artifact analysis: A method for analyzing digitally-mediated creative processes. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, and N. Winters (Eds.), Handbook of Design in Educational Technology (Chapter 37). London: Taylor & Francis.
Halverson, E. R., Bass, M. & Woods, D. (2012). The Process of creation: A novel methodology for analyzing multimodal data. The Qualitative Report, 17(2), 430-456.
Halverson, R. & Halverson, E. R. (2011). Education as design for learning: A model for integrating education inquiry across research traditions. In C. F. Conrad & R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry, 2nd Edition, (pp. 323-339). Sage Publications.
Theatre
Halverson, E. R. & Barker, L. M. (2017). Performing arts and out-of-school-learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School-Learning.
Dando, M. & Halverson, E. R. (2017). The Spoken word movement and informal learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School-Learning.
Compton-Lilly, C. & Halverson, E. R. (2014). Time and space in literacy research. New York: Routledge.
Halverson, E. R. (2010b). Detypification as identity development: The dramaturgical process and LGBTQ youth. Journal of Adolescent Research, 25(5), 635-668.
Halverson, E. R. (2008). From one woman to everyman: The reportability paradox in publicly performed narratives. Narrative Inquiry, 18(1), 29-52.
Halverson, E. R. (2005). InsideOut: Facilitating gay youth identity development through a performance-based youth organization. Identity: An International Journal of Theory & Research, 5(1), 67-90.
Halverson, E. R. (2007b). Listening to the voices of queer youth: The dramaturgical process as identity exploration. In M. V. Blackburn and C. Clark (Eds.), New directions in literacy research for teaching, learning and political action, (pp. 153-176). New York: Peter Lang Publishing.