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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

None But Ourselves Can Free Our Minds: Critical Computational Literacy as a Pedagogy of Resistance
Clifford H. Lee, Elisabeth Soep
Equity & Excellence in Education (2016) Vol. 49, Iss. 4, pp. 480-492
Closed Access | Times Cited: 83

Showing 1-25 of 83 citing articles:

From computational thinking to computational action
Mike Tissenbaum, Josh Sheldon, Hal Abelson
Communications of the ACM (2019) Vol. 62, Iss. 3, pp. 34-36
Closed Access | Times Cited: 168
Opening up ChatGPT: Tracking openness, transparency, and accountability in instruction-tuned text generators
Andreas Liesenfeld, Alianda Lopez, Mark Dingemanse
(2023), pp. 1-6
Open Access | Times Cited: 71
MIT App Inventor: Objectives, Design, and Development
Evan W. Patton, Michael Benjamin Tissenbaum, Farzeen Harunani
Springer eBooks (2019), pp. 31-49
Closed Access | Times Cited: 95
From theory bias to theory dialogue
Yasmin B. Kafai, C. Patrick Proctor, Debora Lui
ACM Inroads (2020) Vol. 11, Iss. 1, pp. 44-53
Open Access | Times Cited: 88
Studying interrelations of computational thinking and creativity: A scoping review (2011–2020)
Rotem Israel‐Fishelson, Arnon Hershkovitz
Computers & Education (2021) Vol. 176, pp. 104353-104353
Closed Access | Times Cited: 74
Rethinking open source generative AI: open washing and the EU AI Act
Andreas Liesenfeld, Mark Dingemanse
2022 ACM Conference on Fairness, Accountability, and Transparency (2024)
Open Access | Times Cited: 11
A Review of Research Connecting Digital Storytelling, Photovoice, and Civic Engagement
Stuart Greene, Kevin J. Burke, Maria K. McKenna
Review of Educational Research (2018) Vol. 88, Iss. 6, pp. 844-878
Closed Access | Times Cited: 82
Engaging Equity Pedagogies in Computer Science Learning Environments
Tia C. Madkins, Nicol R. Howard, Natalie Freed
Journal of Computer Science Integration (2020), pp. 1-27
Open Access | Times Cited: 57
The case for alternative endpoints in computing education
Mike Tissenbaum, David Weintrop, Nathan Holbert, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 3, pp. 1164-1177
Open Access | Times Cited: 55
The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research
Vance Kite, Soonhye Park, Eric Wiebe
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 52
Computational empowerment of children: Design research on empowering and impactful designs by children
Netta Iivari, Leena Ventä-Olkkonen, Heidi Hartikainen, et al.
International Journal of Child-Computer Interaction (2023) Vol. 37, pp. 100600-100600
Open Access | Times Cited: 17
From Theory Bias to Theory Dialogue
Yasmin B. Kafai, C. Patrick Proctor, Debora Lui
(2019), pp. 101-109
Open Access | Times Cited: 49
Youth as philosophers of technology
Sepehr Vakil, Maxine McKinney de Royston
Mind Culture and Activity (2022) Vol. 29, Iss. 4, pp. 336-355
Closed Access | Times Cited: 26
In the Black Mirror: Youth Investigations into Artificial Intelligence
Clifford H. Lee, Nimah Gobir, Alex Gurn, et al.
ACM Transactions on Computing Education (2022) Vol. 22, Iss. 3, pp. 1-25
Closed Access | Times Cited: 25
Leveraging technology: how Black girls enact critical digital literacies for social change
Patricia Martínez García, Cecilia Henríquez Fernández, Holly Okonkwo
Learning Media and Technology (2020) Vol. 45, Iss. 4, pp. 345-362
Closed Access | Times Cited: 37
Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education
Mia S. Shaw, James Joshua Coleman, Ebony Elizabeth Thomas, et al.
Journal of the Learning Sciences (2023) Vol. 32, Iss. 1, pp. 52-75
Open Access | Times Cited: 12
An International Study Piloting the MEasuring TeacheR Enacted Computing Curriculum (METRECC) Instrument
Katrina Falkner, Sue Sentance, Rebecca Vivian, et al.
(2019), pp. 111-142
Closed Access | Times Cited: 30
Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead
Kelly Mills, Merijke Coenraad, Pati Ruiz, et al.
(2021)
Open Access | Times Cited: 26
We Tell These Stories to Survive: Towards Abolition in Computer Science Education
Stephanie Tubbs Jones, Natalie Melo
Canadian Journal of Science Mathematics and Technology Education (2021) Vol. 21, Iss. 2, pp. 290-308
Open Access | Times Cited: 24
Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum
Vance Kite, Soonhye Park
Journal of Research in Science Teaching (2023) Vol. 61, Iss. 1, pp. 203-227
Open Access | Times Cited: 10
“Show Them the Playbook That These Companies Are Using”: Youth Voices about Why Computer Science Education Must Center Discussions of Power, Ethics, and Culturally Responsive Computing
Jean J. Ryoo, Takeria Blunt
ACM Transactions on Computing Education (2024) Vol. 24, Iss. 3, pp. 1-21
Open Access | Times Cited: 3
Examining How Students Code with Socioscientific Data to Tell Stories About Climate Change
Hamid Sanei, Jennifer Kahn, Rabia Yalcinkaya, et al.
Journal of Science Education and Technology (2023) Vol. 33, Iss. 2, pp. 161-177
Closed Access | Times Cited: 8
Culturally sustaining social studies teachers: Understanding models of practice
Christopher C. Martell, Kaylene M. Stevens
Teaching and Teacher Education (2019) Vol. 86, pp. 102897-102897
Closed Access | Times Cited: 23
The pedagogy of multiliteracies as a code breaker: A suggestion for a transversal approach to computing education in basic education
Pekka Mertala
British Journal of Educational Technology (2021) Vol. 52, Iss. 6, pp. 2227-2241
Open Access | Times Cited: 19
Characterizing children’s conceptual knowledge and computational practices in a critical machine learning educational program
Golnaz Arastoopour Irgens, Hazel Vega, Ibrahim Adisa, et al.
International Journal of Child-Computer Interaction (2022) Vol. 34, pp. 100541-100541
Open Access | Times Cited: 12
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