Richards, K., Austin, K. & Gomez, K. (in process) iRemix Education: Engaging artists as teachers in a professional learning community, (submitted as a Book Chapter) In Barron, B., Pinkard, N. & Gomez, K. (Eds.) (under review) Excelling in the New Millennium: Making Spaces for Urban Youth to Create with New Media. Teachers College Press: New York.

Richards, K., Manning, F., Goldman, S.A., & Lawless, K.A. (2011).Assessments to Support Multiple Text Reading Comprehension Instruction, poster accepted for American Educational Research Association Conference, New Orleans, LA.

Zywica, J, Richards, K & Gomez, K (2011). Examining the Design and Affordances of a Scaffolded -Social Networking Site. On the Horizon: Special Edition. []

Richards, K & Gomez, K (2010). Participants’ views of affordances within an online social networking site. International Journal of Learning and Media. [

Barron, B., Levinson, A., Martin, C.K., Stringer, D., Rogers, M., Austin, N., Pinkard, N., Richards, K., Gomez, K. (2010) Supporting Young New Media Producers Across Learning Spaces: A Longitudinal Study of the Digital Youth Network, In. Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) -Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences: Chicago IL.

Richards, K. & Gomez, K. (2010). Impasses to innovation in the development and design of new media curriculum. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) -Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences:
Chicago IL.

Zwyica, J. & Richards, K., & Gomez, K. (2009) Examining a Curriculum-based Social Networking Site as a Transformative Communication Tool, paper presented at the National Council of Teachers of English Assembly of Researchers (NCTEAR).

Richards, K. & Gomez, K. (2008) Toward an understanding of affordance networks by identifying the intentions and goals of an online social network, paper presented at the National Reading Conference, Orlando, FL.
Gray, T., Pinkard, K., Gomez, K. & Richards, K. (2008). Paper presented at the American Educational Research Conference, New York, NY.

Peer-Reviewed Journal Publications:

Participant Understandings of the Affordances of Remix World
Authors: Kimberly Richards and Dr. Kimberley Gomez
Remix World was designed as an online media education learning environment that bridges multiple contexts of informal and formal learning. On Remix World students and mentors have the opportunity to engage in critical dialogue in an online community context (Buckingham 2007) and to construct knowledge through the production of artifacts that are linked to social practices and social identities. A more in-depth analysis of these new media artifacts, which include video, blogs, discussion threads, photos, and personal profile pages, will provide further insight into the meaning-making opportunities, knowledge building (Scardamalia and Bereiter 2003), and knowledge-sharing interactions of this space and the literacy practices that students engage in as members of Remix World. More research is needed to explore issues of equity and the availability of learning opportunities for all youth within learner, community-centered, and new media environments (Alvermann et al. 1999; Buckingham 2007).

Affordances of a scaffolded-social learning network
Authors: Jolene Zywica, Kimberly Richards, and Dr. Kimberley Gomez
Purpose – This paper aims to examine the development and use of a scaffolded-social learning network (S2LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S2LNs afford for participants.
Design/methodology/approach – Remix World was integrated into the Digital Youth Network (DYN) in-school and after-school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.
Findings – The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors’ efforts to integrate the site into their classes increased the number of users and activities on Remix World.
Practical implications – Integrating a media-based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students’ posts to reach curricular and programmatic learning goals.
Originality/value – This study explores how features and affordances of social networking sites can be redesigned to intentionally support in-school pedagogical use that promotes transformative communication and the development of critical, new media literacies.

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