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Faculty of Education and Language Studies > People Profiles > Karen Littleton

Karen Littleton

Professor (Psychology in Education)

The Open University Faculty of Education and Language Studies Centre for Research in Education and Educational Technology


Profile

My research addresses the complex inter-relationship of context and cognition and demonstrates that ways of thinking are embedded in the use of language in social context, and that learning is a fundamentally social process. My work focuses on understanding the cultural, social and relational nature of children’s development and learning.

Teaching Interests

I am a member of the ED840 Course Team: This masters programme course is about how children and young people learn and develop. A central course theme is the significance of social contexts and social relationships for human development. The emphasis is on the study of child development in a range of everyday situations – in homes, schools and playgrounds. The course adopts a socio-cultural approach to child development, emphasising how thinking and reasoning, language and self-awareness are embedded in and sustained by social contexts, social relationships and cultural meanings.

Research Interests

My research focuses on understanding the cultural, social and relational nature of childrens development and learning. My recent work addresses the complex inter-relationship of context and cognition and demonstrates that ways of thinking are embedded in the use of language in social context, and that learning is a fundamentally social process.

Publications

Authored Book
Littleton, Karen and Mercer, Neil (2013). Interthinking: Putting Talk to Work. London: Routledge (In Press).
Taylor, Stephanie and Littleton, Karen (2012). Contemporary identities of creativity and creative work. Farnham, Surrey: Ashgate.
Long, Martyn; Wood, Clare; Littleton, Karen; Passenger, Terri and Sheehy, Kieron (2010). The Psychology of Education: The Evidence Base for Teaching and Learning (2nd ed.). London: Routledge.
Taylor, Stephanie and Littleton, Karen (2008). Creative Careers and Non-traditional Trajectories. London, UK: National Arts Learning Network.
Mercer, Neil and Littleton, Karen (2007). Dialogue and the development of children's thinking: a sociocultural approach. London, UK: Routledge.
Light, Paul and Littleton, Karen (1999). Social Processes in Children's Learning. Cambridge Studies in Cognitive and Perceptual Development, 4. Cambridge: Cambridge University Press.
Book Chapter
Taylor, Stephanie and Littleton , Karen (2013). Negotiating a contemporary creative identity. In: Ashton, Daniel and Noonan, Caitriona eds. Cultural Work and Higher Education. Basingstoke: Palgrave, (In press).
Littleton, Karen; Sharples, Mike and Scanlon, Eileen (2012). Editorial introduction: orchestrating inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Oxford: Routledge, pp. 1–6.
Littleton, Karen and Kerawalla, Lucinda (2012). Trajectories of inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples , Mike eds. Orchestrating Inquiry Learning. Oxford: Routledge, pp. 31–47.
Littleton, Karen and Mercer, Neil (2012). Educational dialogues. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis eds. The Wiley Blackwell International Handbook of Research on Children’s Literacy, Learning and Culture. Oxford: Wiley Blackwell (In Press).
Littleton, Karen and Mercer, Neil (2012). Communication, collaboration and creativity: how musicians negotiate a collective ‘sound’. In: Hargreaves, David; Miell, Dorothy and Macdonald, Ray eds. Musical Imaginations: Multidisciplinary perspectives on creativity, performance and perception. Oxford: Oxford University Press, pp. 233–241.
Joiner, Richard; Littleton, Karen; Keogh, Teresa and Barnes, Peter (2012). Computer-Paper: Gender differences in children's collaborative conversations. In: Baker, Michael; Jarvela, Sanna and Andrissen, Jerry eds. Affective Learning Together. New Perspectives in Learning and Instruction. London: Routledge (In Press).
Taylor, Stephanie and Littleton, Karen (2011). New creative careers: the problems of progression and uncertainty. In: Shaw, Jenny; Wise, Jan and Rout, Amelia eds. Research in the Lifelong Learning Networks. York: Lifelong Learning Networks National Forum, pp. 52–57.
Mercer, Neil; Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen and Twiner, Alison (2011). Interactive whiteboards: does new technology transform teaching? In: Ludvigsen, Sten R.; Lund, Andreas; Rasmussen, Ingvill and Säljö, Roger eds. Learning across sites: new tools, infrastructures and practices. London: Routledge, pp. 346–363.
Taylor, Stephanie and Littleton, Karen (2011). Creative careers and non-traditional trajectories. In: Bhagat, Dipti and O'Neill, Peter eds. Inclusive Practices, Inclusive Pedagogies: Learning from Widening Participation Research in Art and Design Higher Education. London: CHEAD/UKADIA, pp. 266–271.
Scanlon, Eileen; Littleton, Karen; Anastopoulou, Stamatina; Sharples, Mike and Ainsworth, Shaaron (2010). Personal Inquiry and groupwork: issues for computer-supported inquiry learning. In: Dimitracopoulou, Angelique; O'Malley, Claire; Suthers, Daniel and Reimann, Peter eds. Computer Supported Collaborative Learning Practices - CSCL2009 Community Events Proceedings. ISLS.
Rojas-Drummond, Sylvia; Littleton, Karen; Hernandez, Flora and Zuniga, Mariana (2010). Dialogical interactions among peers in collaborative writing contexts. In: Littleton, Karen and Howe, Christine eds. Educational Dialogues, Understanding and Promoting Productive Interaction. London: Routledge, pp. 128–148.
Littleton, Karen and Mercer, Neil (2010). The significance of educational dialogues between primary school children. In: Littleton, Karen and Howe, Christine eds. Educational Dialogues: Understanding and Promoting Productive Interaction. London: Routledge.
Littleton, Karen (2010). Learning through interaction. In: Peterson, Penelope; Baker, Eva and McGaw, Barry eds. International Encyclopedia of Education. Oxford: Elsevier.
Vass, Eva and Littleton, Karen (2010). Peer collaboration and learning in the classroom. In: Littleton, Karen; Wood, Clare and Kleine Staarman, Judith eds. International Handbook of Psychology in Education. Leeds: Emerald, pp. 105–136.
Vass, Eva and Littleton, Karen (2009). Analysing role distribution in children's computer-mediated collaborative creative writing. In: Kumpulainen, Kristiina; Hmelo-Silver, Cindy E. and César, Margarida eds. Investigating Classroom Interaction: Methodologies in Action. Rotterdam: Sense Publishers, pp. 99–120.
Mercer, Neil; Littleton, Karen and Wegerif, Rupert (2009). Methods for studying the processes of interaction and collaborative activity in computer-based educational activities. In: Kumpulainen, Kristiina; Hmelo-Silver, Cindy E. and César, Margarida eds. Investigating Classroom Interaction: Methodologies in Action. Rotterdam: Sense, pp. 27–42.
Wood, Clare; Littleton, Karen and Chera, Pav (2009). Using talking books to support early reading development. In: Wee Hin Tan, Leo and Subramaniam, R eds. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. Hershey, PA: IGI Global Book Publishing.
Vahasantanen, Katja; Hokka, Päivi; Eteläpelto, Anneli; Rasku-Puttonen, Helena and Littleton, Karen (2007). The negotiations of teachers' professional identity in the socio-cultural context of work organisations. In: Csapó, Benö and Csíkos, Csaba eds. Developing Potentials for Learning. Budapest, Hungary: EARLI, p. 637.
Kangassalo, Marjatta; Kumpulainen, Kristiina; Tuominen, Eva; Vasama, Satu; Littleton, Karen and Ohsuga, Setsuo (2007). The ecology of childen's conceptual thinking and learning of science: PICCO research programme. In: Csapó, Benö and Csíkos, Csaba eds. Developing Potentials for Learning. Szeged: Graduate School of Education, University of Szeged, Faculty of Arts, p. 437.
Westcott, Helen and Littleton, Karen (2005). Exploring meaning through interviews with children. In: Greene, Sheila and Hogan, Diane eds. Researching Children's Experience: Approaches and Methods. London, UK: Sage Publications Ltd, pp. 141–157.
Littleton, K.; LeVoi, M.; Miell, D.; Vass, E. and Wegerif, R. (2005). Understanding asynchronous teaching and learning dialogues. In: Constantinou, C. P.; Demetriou, D.; Evagorou, A.; Evagorou, M.; Kofteros, A.; Michael, M.; Nicolaou, Chr.; Papademetriou, D. and Papadouris, N. eds. Multiple Perspectives on Effective Learning Environments. Nicosia: University of Cyprus.
Littleton, Karen and Vass, Eva (2005). Analysing role distribution and meta-cognitive processes in children's computer-mediated collaborative writing. In: Constantinou, C. P.; Demetriou, D.; Evagorou, A.; Evagorou, M.; Kofteros, A.; Michael, M.; Nicolaou, Chr.; Papademetriou, D. and Papadouris, N. eds. Multiple Perspectives on Effective Learning Environments. Nicosia: University of Cyprus, p. 400.
Littleton, Karen (2005). Quality and characteristics of peer interaction. In: Constantinou, C. P.; Demetriou, D.; Evagorou, A.; Evagorou, M.; Kofteros, A.; Michael, M.; Nicolaou, Chr.; Papademetriou, D. and Papadouris, N. eds. Multiple Perspectives on Effective Learning Environments. Nicosia: University of Cyprus, p. 48.
Wirtanen, S. and Littleton, K. (2004). Collaboration, Conflict and the Musical Identity Work of Solo-Piano Students: The Significance of the Student-Teacher Relationship. In: Miell, D. and Littleton, K. eds. Collaborative Creativity: Contemporary Perspectives. London, UK: Free Association Books, pp. 26–39.
Littleton, Karen; Wood, Clare and Chera, Pav (2004). Reading Together: Computers and Collaboration. In: Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. Learning to Collaborate: Collaborating to Learn. New York: Nova, pp. 31–47.
Littleton, K. and Miell, D. (2004). 'Learning to collaborate, to learn': editorial introduction. In: Littleton, K.; Miell, D. and Faulkner, D. eds. Learning to Collaborate, Collaborating to Learn. New York: Nova, pp. 1–5.
Littleton, Karen and Whitelock, Denise (2003). Creating meaning through a community of collaborative learners. In: Mason, Lucia; Andreuzza, Silvia; Arfè, Barbara and Del Favero, Laura eds. 10th European Conference for Research on Learning and Instruction. Padova: Cooperativa Libraria Editrice Università di Padova, p. 57.
Littleton, Karen and Hoyles, Cecila (2002). The Gendering of Information Technology. In: Yelland, Nicola and Rubin, Andee eds. Ghosts in the Machine: Women's Voices in Research with Technology. Eruptions: New Feminism Across the Disciplines, 10. New York: Peter Lang, pp. 3–32.
Yates, Simeon J. and Littleton, Karen (2001). Understanding computer game cultures: A situated approach. In: Green, Eileen and Adam, Alison eds. Virtual gender: Technology, consumption and identity. London, UK: Routledge, pp. 103–123.
Littleton, Karen (2000). Re-thinking collaborative learning: An overview. In: Joiner, Richard; Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. Rethinking Collaborative Learning. London, UK: Free Association Books, pp. 248–258.
Conference Item
Knight, Simon and Littleton, Karen (2013). Discourse, computation and context – sociocultural DCLA revisited. In: 1st International Workshop on Discourse-Centric Learning Analytics 2013, 8 April 2013, Leuven, Belgium (forthcoming).
Knight, Simon; Buckingham Shum, Simon and Littleton, Karen (2013). Epistemology, pedagogy, assessment and learning analytics. In: Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 April 2013, Leuven, Belgium (forthcoming).
Knight, Simon; Buckingham Shum, Simon and Littleton, Karen (2013). Collaborative sensemaking in learning analytics. In: CSCW and Education Workshop (2013): Viewing education as a site of work practice, co-located with the 16th ACM Conference on Computer Support Cooperative Work and Social Computing (CSCW 2013), 23 February 2013, San Antonio, Texas (forthcoming).
Laney, Robin; Dobbyn, Chris; Xambó, Anna; Schirosa, Mattia; Miell, Dorothy; Littleton, Karen and Dalton, Nick (2010). Issues and techniques for collaborative music making on multi-touch surfaces. In: 7th Sound and Music Computing Conference, 21-24 July 2010, Barcelona.
Scanlon, Eileen; Kerawalla, Lucinda; Twiner, Alison; Mulholland, Paul; Collins, Trevor; Jones, Ann; Gaved, Mark; Littleton, Karen; Blake, Canan and Conole, Grainne (2010). Personal Inquiry: scripting support for inquiry learning by participatory design. In: Computer-Based Learning in Science, 7-10 Jul 2010, Warsaw, Poland.
Vass, E.; Littleton, K. and Jones, A. (2010). The affectively and rationally constituted nature of interthinking. In: American Educational Research Association, 8-12 April 2010, New Orleans, Louisiana, USA.
Scanlon, Eileen; Kerawalla, Lucinda; Gaved, Mark; Jones, Ann; Collins, Trevor; Mulholland, Paul; Blake, Canan; Petrou, Marilena and Littleton, Karen (2010). The challenge of supporting networked personal inquiry learning across contexts. In: The 7th International Conference on Networked Learning 2010, 3-4 May 2010, Aalborg, Denmark.
Kerawalla, Lucinda; Scanlon, Eileen; Jones, Ann; Littleton, Karen; Mulholland, Paul; Collins, Trevor; Twiner, Alison; Clough, Gill; Blake, Canan; Petrou, Marilena; Conole, Grainne and Gaved, Mark (2010). Being a Geographer: the role of mobile, scripted inquiry in mediating embodied meaning-making during Geography fieldtrips. In: 9th World Conference on Mobile and Contextual Learning (mlearn 2010), 19-22 Oct 2010, Valletta, Malta.
Kerawalla, Lucinda; Scanlon, Eileen; Twiner, Alison; Jones, Ann; Littleton, Karen and Gaved, Mark (2009). Technological mediation of personal inquiry in UK GCSE geography: opportunities and challenges. In: CAL09 - Learning in Digital Worlds, 23-25 March 2009, Brighton, UK.
Anastopoulou, S.; Kerwalla, L.; Littleton, K.; Ainsworth, S.; Twiner, A. and Conole, G. (2009). Facilitating the expression of learner voices in the participatory design of technology to support inquiry learning. In: CAL 2009 Learning in Digital Worlds, March 2008, Brighton.
Scanlon, E.; Conole, G. and Littleton, K. (2009). Participatory design for personal inquiry. In: American Educational Research Association, 13-17 April 2009, San Diego, USA.
Mulholland, P.; Collins, T.; Gaved, M.; Wright, M.; Sharples, M.; Greenhalgh, C.; Kerwalla, L.; Scanlon, E. and Littleton, K. (2009). Activity guide: an approach to scripted inquiry learning. In: AIED Workshop on Exploratory Learning Environments, 6-10 July 2009, Brighton, UK.
Scanlon, E.; Littleton, K.; Gaved, M.; Kerawalla, L.; Mulholland, P.; Collins, T.; Conole, G.; Jones, A.; Clough, G.; Blake, C. and Twiner, A. (2009). Support for evidence-based inquiry learning: teachers, tools and phases of inquiry. In: European Association for Research in Learning and Instruction Conference, August 2009, Amsterdam.
Kerawalla, L.; Scanlon, E.; Jones, A.; Collins, T.; Conole, G.; Littleton, K.; Mulholland, P.; Twiner, A.; Tosunoglu Blake, C. and Gaved, Mark (2009). Characterising participation trajectories and the negotiation of personalised inquiry learning in the secondary school geography classroom. In: British Educational Research Association, September 2009, Manchester, UK.
Littleton, K. and Mercer, N. (2009). Communication, collaboration and creativity: how musicians negotiate a collective 'sound'. In: European Association for Research in Learning and Instruction Conference, August 2009, Amsterdam, The Netherlands.
Kerawalla, Lucinda; Scanlon, Eileen; Twiner, Alison; Jones, Ann; Littleton, Karen; Conole, Grainne; Mulholland, Paul; Collins, Trevor; Blake, Canan; Clough, Gill and Gaved, Mark (2009). Technological mediation of personal inquiry in UK GCSE geography: opportunities and challenges. In: CAL09 - Learning in Digital Worlds, 23-25 March 2009, Brighton, UK.
Collins, Trevor; Gaved, Mark; Mulholland, Paul; Kerawalla, Cindy; Twiner, Alison; Scanlon, Eileen; Jones, Ann; Littleton, Karen; Conole, Grainne and Blake, Canan (2008). Supporting location-based inquiry learning across school, field and home contexts. In: Proceedings of the MLearn 2008 Conference, 7 - 10 Oct 2008, Ironbridge Gorge, Shropshire, UK.
Scanlon, Eileen; Jones, Ann; Collins, Trevor; Conole, Grainne; Gaved, Mark; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; Twiner, Alison and Blake, Canan (2008). Investigating personal inquiry: An activity theory approach. In: Proceedings of mLearn, 8-10 October 2008, Wolverhampton, UK.
Littleton, K. (2008). Thinking together in the early years. In: International School Psychology Associations' Annual Conference, July 2008, Utrecht, The Netherlands.
Littleton, K. and Taylor, S. (2008). Mentoring and creative careers. In: EARLI-SIG 14 Learning and Professional Development Conference, August 2008, Jyvaskyla, Finland.
Littleton, Karen and Mercer, Neil (2008). Educational technology from a sociocultural perspective: the case of the Interactive Whiteboard. In: ISCAR, 8-13 September 2008, San Diego, USA.
Twiner, Alison; Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen and Mercer, Neil (2007). Orchestration with the interactive whiteboard: provisionality and permanence. In: ALT-C 2007: Beyond Control: Association of Learning Technologies Conference, 4-6 September 2007, Nottingham, UK.
Littleton, Karen; Twiner, Alison; Gillen, Julia; Kleine Staarman, Judith and Mercer, Neil (2007). Orchestration with the Interactive Whiteboard. In: Developing Potentials for Learning 12th Biennial Conference for Research on Learning and Instruction, 28 August - 1 September 2007, University of Szeged, Budapest.
Norgate, S.; Littleton, K.; Weston, C. and Duffy, H. (2007). Adaptive head movements in children with monocular vision during social interaction. In: Society for Research in Child Development, Mar 2007, Boston, MA, USA.
Littleton, K. and Taylor, S. (2007). Creative journeys. In: National Arts Learning Network Conference, Apr 2007, London.
Taylor, S. and Littleton, K. (2007). Looking ahead: time, money, relatedness and the shape of a creative life. In: 3rd Tampere Conference on Narrative, Jun 2007, Tampere, Finland.
Littleton, K. (2007). Learning through dialogue and collaboration, new findings and conceptualizations. In: European Association for Research in Learning and Instruction Conference, August 2007, Budapest, Hungary.
Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2006). A “Learning Revolution”? Investigating Pedagogic Practices around Interactive Whiteboards in British Primary Classrooms. In: Paper presented at the American Educational Research Association conference, 2006, 7-11 April 2006, San Francisco, USA.
Taylor, S. and Littleton, K. (2006). Eccentric artists: An analysis of the identity work of women novices. In: 6th Annual Narrative Conference, Apr 2006, University of Huddersfield.
Mercer, Neil; Gillen, Julia; Littleton, Karen and Kleine Staarman, Judith (2006). A learning revolution? Investigating the pedagogic practice around interactive whiteboards in British pprimary schools. In: American Educational Research Association (AERA) Conference, April 2006, San Francisco.
Littleton, K. and Taylor, S. (2006). 'Trouble' in art and design students' creative identity work. In: EARLI-SIG 14 Learning and Professional Development Conference, Oct 2006, Heerlen, The Nethelands.
Whitelock, D.; Littleton, K.; Miell, D.; LeVoi, M. and Wegerif, R. (2005). Exploring the social dimension of teaching and learning in online courses: issues and methods. In: CAL'05 Virtual Learning?, Apr 2005, University of Bristol, UK.
Talyor, S. and Littleton, K. (2005). Narratives of creative journeys: A study of the identity work of novices in artisitc and creativity fields. In: Narrative, Memory & Knowledge: Representations, Aesthetics, Contexts (5th Annual Conference of the Narrative & Memory Research Group), 9 April 2005, University of Huddersfield, UK.
Cooper, T.; LeVoi, M.; Littleton, K.; Miell, D.; Vass, E. and Wegerif, R. (2004). Developing a sociocultural framework for understanding asynchronous teaching and learning dialogues. In: British Educational Research Association Annual Conference, September 2004, Manchester, UK.
Etelapelto, A.; Littleton, K.; Lahti, J. and Wirtanen, S. (2004). Developing professional identities of teachership through participation in an intensive, long-term learning community. In: The Second EARLI-SIG 'Learning and Professional Development' Conference, Nov 2004, Regensberg, Germany.
Miell, Dorothy; Littleton, Karen and MacDonald, Raymond (2003). 'Depends what you mean by modern': bringing young people's music into the classroom. In: RIME The Third International Research in Music Education Conference, 8-12 April 2003, University of Exeter, UK.
Lahti, Jaana; Marjomaa, Esko and Littleton, Karen (2003). Scaffolding in Innovation, Implementation and Evaluation of ICT Supported Education. In: World Conference on Educational Multimedia, Hypermedia and Telecommunciations (EDMEDIA), June 2003, Honolulu, Hawaii.
Hyvonen, Pirkko; Lahti, Jaana; Marjomaa, Esko and Littleton, Karen (2003). Embodied subjects and intentionality in virtual learning environments. In: EdMedia- World Conference on Educational Multimedia, Hypermedia and Telecommunciations, June 2003, Honolulu, Hawaii, USA.
Hoyles, C. and Littleton, K. (2002). The gendering of information technology. In: American Education Research Association Annual Meeting (AERA), 01-05 Apr 2002, New Orleans, LA, USA.
Miell, D; MacDonald, R and Littleton, K (2002). Discordant cultures: music in school and in the lives of young people. In: International Society for Cultural Research and Activity Theory Conference, June 2002, Amsterdam.
Miell, D.; Littleton, K. and MacDonald, R. (2002). Musical collaboration as identity work. In: British Psychological Society Developmental Section Annual Conference, Sep 2002, University of Sussex, UK.
Miell, D; Littleton, K S and MacDonald, R A R (2002). Music in the lives of young people. In: British Educational Research Association Annual Conference, 12-14 September 2002, University of Exeter, UK.
Journal Article
Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise (2013). Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research (In press).
Jones, Ann; Scanlon, Eileen; Gaved, Mark; Blake, Canan; Collins, Trevor; Clough, Gill; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; Petrou, Marilena and Twiner, Alison (2013). Challenges in personalisation: supporting mobile science inquiry learning across contexts. Research and Practice in Technology Enhanced Learning, 8(1), pp. 21–42.
Rojas-Drummond, Sylvia; Mason, Nancy; Littleton, Karen and Velez, Maricela (2012). Developing reading comprehension through collaborative learning. Journal of Research in Reading .
Littleton, Karen; Taylor, Stephanie and Eteläpelto, Anneli (2012). Special issue introduction: Creativity and creative work in contemporary working contexts. Vocations and Learning, 5(1), pp. 1–4.
Juuti , Sini and Littleton, Karen (2012). Tracing the transition from study to a contemporary creative working life: the trajectories of professional musicians. Vocations and Learning: Studies in Vocational and Professional Education, 5(1), pp. 5–21.
Kerawalla, Lucinda; Littleton, Karen; Scanlon, Eileen; Collins, Trevor; Gaved, Mark; Mulholland, Paul; Jones, Ann; Clough, Gill and Blake, Canan (2012). Doing geography: a multimodal analysis of students' situated improvisational interpretation during fieldtrips. Learning, Culture and Social Interaction, 1(2), pp. 78–89.
Norgate, Sarah and Littleton, Karen (2011). Children's memories for events relating to treatment for eye cancer: influence of age at loss of eye. Infant Mental Health Journal, 32(5), pp. 563–577.
Plester, B.; Lerkkanen, M.-K.; Linjama, L. J.; Rasku-Puttonen, H. and Littleton, K. (2011). Finnish and UK English pre-teen children's text message language and its relationship with their literacy skills. Journal of Computer Assisted Learning, 27(1), pp. 37–48.
Kerawalla, Lucinda; Littleton, Karen; Scanlon, Eileen; Jones, Ann; Gaved, Mark; Collins, Trevor; Mulholland, Paul; Blake, Canan; Clough, Gill; Conole, Grainne and Petrou, Marilena (2011). Personal inquiry learning trajectories in geography: technological support across contexts. Interactive Learning Environments iFirst.
Gaved, Mark; Collins, Trevor; Mulholland, Paul; Kerawalla, Lucinda; Jones, Ann; Scanlon, Eileen; Littleton, Karen; Blake, Canan; Petrou, Marilena; Clough, Gill and Twiner, Alison (2010). Using netbooks to support mobile learners' investigations across activities and places. Open Learning: The Journal of Open and Distance Learning, 25(3), pp. 187–200.
Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2010). Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion. Technology, Pedagogy and Education, 19(2), pp. 211–223.
Littleton, Karen (2010). Research into teaching with whole-class interactive technologies: emergent themes. Technology, Pedagogy and Education, 19(2), pp. 285–292.
Ferguson, Rebecca; Whitelock, Denise and Littleton, Karen (2010). Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings. Digital Culture & Education, 2(1), pp. 103–123.
Littleton, Karen; Twiner, Alison and Gillen, Julia (2010). Instruction as orchestration: multimodal connection building with the interactive whiteboard. Pedagogies: An International Journal, 5(2), pp. 130–141.
Juuti, Sini and Littleton, Karen (2010). Musical identities in transition, solo piano students' accounts of entering the academy. Psychology of Music, 38(4), pp. 481–497.
Conole, Grainne; Scanlon, Eileen; Littleton, Karen; Kerawalla, Lucinda and Mulholland, Paul (2010). Personal inquiry: innovations in participatory design and models for inquiry learning. Educational Multimedia International, 47(4), pp. 277–292.
Littleton, Karen; Rojas-Drummond, Sylvia and Miell, Dorothy (2008). Introduction to the special issue: 'Collaborative creativity: Socio-cultural perspectives'. Thinking Skills and Creativity, 3(3), pp. 175–176.
Vass, Eva; Littleton, Karen; Miell, Dorothy and Jones, Ann (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), pp. 192–202.
Rojas-Drummond, S. M.; Albarrán, C. D. and Littleton, Karen (2008). Collaboration, creativity and the co-construction of oral and written texts. Thinking Skills and Creativity, 3(3), pp. 177–191.
Vähäsantanen, Katja; Hökkä, Päivi; Eteläpelto, Anneli; Rasku-Puttonen, Helena and Littleton, Karen (2008). Teachers’ professional identity negotiations in two different work organisations. Vocations and Learning Studies in Vocational and Professional Education, 1(2), pp. 131–148.
Taylor, Stephanie and Littleton, Karen (2008). Art work or money: Conflicts in the construction of a creative identity. Sociological Review, 56(2), pp. 275–292.
Miell, Dorothy; Littleton, Karen and Rojas Drummond, Sylvia (2008). Music Education: A site for collaborative creativity - Editorial Introduction. International Journal of Educational Research, 47(1), pp. 1–2.
Miell, Dorothy and Littleton, Karen (2008). Musical collaboration outside school: Processes of negotiation in band rehearsals. International Journal of Educational Research, 47(1), pp. 41–49.
Miell, Dorothy; Littleton, Karen and Rojas-Drummond, Sylvia (2008). Editorial introduction to the Special Issue on 'Music Education; A site for collaborative creativity'. International Journal of Educational Research, 47(1), pp. 1–2.
Gillen, J.; Littleton, K.; Twiner, A.; Staarman, J. K. and Mercer, N. (2007). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4), pp. 348–358.
Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2007). A “learning revolution”? Investigating pedagogic practices around interactive whiteboards in British Primary classrooms. Learning, Media and Technology, 32(3), pp. 243–256.
Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2007). A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media and Technology, 32(3), pp. 243–256.
Littleton, K.; Wood, C. and Chera, P. (2006). Interactions with talking books: Phonological awareness affects boys' use of talking books. Journal of Computer Assisted Learning, 22(5), pp. 382–390.
Taylor, Stephanie and Littleton, Karen (2006). Biographies in talk: a narrative-discursive research approach. Qualitative Sociology Review, 2(1), pp. 22–38.
Wood, Clare; Littleton, Karen and Chera, Pav (2005). Beginning readers' use of talking books: styles of working. Early Years: An International Journal of Research and Development, 39(3), pp. 135–141.
Littleton, Karen; Mercer, Neil; Dawes, Lyn; Wegerif, Rupert; Rowe, Denise and Sams, Claire (2005). Talking and thinking together at Key Stage 1. Early Years: An International Journal of Research and Development, 25(2), 167 -182.
Littleton, Karen and Whitelock, Denise (2005). The negotiation and co-construction of meaning and understanding within a postgraduate online learning community. Learning, Media and Technology, 30(2), pp. 147–164.
Eteläpelto, A.; Littleton, K.; Lahti, J. and Wirtanen, S. (2005). Students’ accounts of their participation in an intensive long-term learning community. International Journal of Educational Research, 43(3), pp. 183–207.
Wegerif, Rupert; Littleton, Karen; Dawes, Lyn; Mercer, Neil and Rowe, Denise (2004). Widening access to educational opportunities through teaching children how to reason together. Westminster Studies in Education, 27(2), pp. 143–156.
Mercer, Neil; Littleton, Karen and Wegerif, Rupert (2004). Methods for studying the processes of interaction and collaborative activity in computer-based educational activities. Technology, Pedagogy and Education, 13(2), pp. 193–209.
Oosterwegel, Annerieke; Littleton, Karen and Light, Paul (2004). Understanding computer-related attitudes through an idiographic analysis of gender and self-representations. Learning and instruction, 14(2), pp. 215–233.
Littleton, Karen and Whitelock, Denise (2004). Guiding the creation of knowledge and understanding in a Virtual Learning Environment. Cyberpsychology and Behavior, 7(2), pp. 173–181.
Littleton, Karen and Wegerif, Rupert (2003). Editorial - Introduction to the special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning. International Journal of Educational Research, 39(8), pp. 787–791.
Wegerif, Rupert; Littleton, Karen and Jones, Ann (2003). Stand-alone computers supporting learning dialogues in primary classrooms. International Journal of Educational Research, 39(8), pp. 851–860.
Littleton, K. and Wegerif, R. (2003). Editorial. International Journal of Educational Research, 39(8), pp. 787–791.
Alpay, L.L. and Littleton, Karen (2001). Contexts for collaboration in healthcare education. Health Informatics Journal, 7(3-4), pp. 121–126.
Littleton, Karen; Faulkner, Dorothy; Miell, Dorothy; Joiner, Richard and Hakkinen, Paivi (2000). Editorial introduction. European Journal of Psychology of Education, XV(4), pp. 371–374.
Faulkner, Dorothy; Joiner, Richard; Littleton, Karen; Miell, Dorothy and Thompson, Linda (2000). The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning. European Journal of Psychology of Education, 15(4), pp. 417–430.
Keogh, Teresa; Barnes, Peter; Joiner, Richard and Littleton, Karen (2000). Gender, pair composition and computer versus paper presentations of an english language task. Educational Psychology, 20(1), pp. 33–44.
Light, Paul; Littleton, Karen; Bale, Stuart; Joiner, Richard and Messer, David (2000). Gender and social comparison effects in computer-based problem solving. Learning and Instruction, 10(6), pp. 483–496.
Other
Miell, D.; Faulkner, D.; Henry, J.; Kynan, S.; Littleton, K. and Searle, R. (2004). Excite Project: Final Evaluation Report from The Open University Research Team. DfES and Esmee Fairbairn Charitable Trust.
Craft, A; Miell, D; Vass, E; Whitelock, D; Littleton, K; Joubert, M and Murphy, P (2004). Ignite! Fellowship Programme for Young People: A Research Study. National Endownment for Science Technology and the Arts (NESTA), London, UK.