<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000100105</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n1a06</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Contradicciones durante la enseñanza de prácticas letradas digitales en ILE en una institución pública: un análisis desde la teoría de la actividad]]></article-title>
<article-title xml:lang="fr"><![CDATA[Contradictions dans l&#8217;apprentissage des pratiques de littératie numérique en anglais langue étrangère dans une école publique: une analyse basée sur la théorie de l&#8217;activité]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contradições no ensino de práticas letradas digitais em inglês língua estrangeira numa escola pública: uma análise desde a teoria da atividade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Montes]]></surname>
<given-names><![CDATA[Paula Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Juan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Montería ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Montería ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Montería ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching reforms, methods for teaching EFL and institutional requirements present a significant number of contradictions in the activity system of EFL preservice teachers (PST). As novice practitioners, EFL PST are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an EFL PST, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (DLP) in her planning as a result of her interaction with the activity theory (AT) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the PST and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the PST revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las reformas en la educación, los métodos de enseñanza del inglés como lengua extranjera (ILE) y los requisitos institucionales presentan un número significativo de contradicciones en el sistema de actividad de los docentes de ile en formación. Los practicantes están expuestos a estas contradicciones cuando se involucran en nuevos sistemas de actividades, particularmente cuando tratan de poner en práctica la teoría. Así, este estudio examina las contradicciones que enfrentó una profesora de inglés como lengua extranjera al incorporar prácticas letradas digitales (PLD) en su planificación como resultado de su interacción con los elementos de la teoría de la actividad (TA). También describe los cambios en la praxis docente que ocurrieron cuando esta estuvo expuesta a dinámicas contradictorias de enseñanza. El estudio involucró a un estudiante en formación y 35 alumnos de décimo grado. Las observaciones de clase y entrevistas semiestructuradas a la practicante revelaron contradicciones en las herramientas mediadoras, los objetos, la división del trabajo y las reglas. Además, descubrieron cómo las contradicciones identificadas podrían formar la base para un cambio en su sistema de la actividad docente. Los resultados sugieren que los programas de enseñanza no solo deben concentrarse en cuánto aprenden nuestros estudiantes nuevas estrategias, sino también habilidades transferibles para lograr transformar sus contextos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les réformes pédagogiques, les méthodes d&#8217;enseignement de l&#8217;anglais et les exigences institutionnelles présentent un nombre important de contradictions dans le système d&#8217;activité des enseignants en formation initiale. En tant que praticiens novices, les futurs enseignants sont exposés à ces contradictions tout en s&#8217;engageant dans de nouveaux systèmes d&#8217;activités, en particulier lorsqu&#8217;ils apprennent à mettre la théorie en pratique. Par conséquent, cette étude de cas a examiné les contradictions auxquelles une enseignante d&#8217;EFL en formation initiale a été confrontée lors de l&#8217;incorporation de pratiques d&#8217;alphabétisation numérique (DLP) dans sa planification en raison de son interaction avec les éléments de la théorie de l&#8217;activité (TA). Il décrivait également les changements d&#8217;agence qui se produisaient lorsqu&#8217;elle était exposée à des dynamiques d&#8217;enseignement contradictoires. L&#8217;étude a impliqué l&#8217;enseignant en formation initiale et un groupe de 35 élèves en 10e année. Les observations et les entretiens semi-structurés ont révélé des contradictions en termes d&#8217;artefacts médiateurs, d&#8217;objets, de division du travail et de règles. Ils ont également indiqué comment les contradictions identifiées pourraient constituer la base d&#8217;un changement dans son système d&#8217;activités d&#8217;enseignement. Ces résultats suggèrent que les programmes d&#8217;enseignement ne devraient pas seulement se concentrer sur la façon dont nos élèves apprennent de nouvelles stratégies, mais aussi sur la façon dont ils ont acquis des compétences transférables pour transformer leurs contextes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As reformas educacionais, os métodos de ensino do inglês e os requisitos institucionais apresentam um número significativo de contradições no sistema de atividade dos professores em formação de inglês como língua estrangeira. Como praticantes novatos, os professores em formação estão expostos a essas contradições enquanto se envolvem em novos sistemas de atividades, especialmente quando aprendem a colocar a teoria em prática. Portanto, este estudo de caso examinou as contradições que uma professora EFL enfrentou ao incorporar práticas de letramento digital (PLD) em seu planejamento como resultado de sua interação com elementos da teoria da atividade (TA). Também descreveram-se as mudanças no desempenho que ocorreram quando ela foi exposta a dinâmicas contraditórias de ensino. O estudo envolveu a professora inicial e um grupo de 35 alunos do 10º ano de ensino médio. As observações e entrevistas semiestruturadas revelaram contradições em termos de artefatos de mediação, objetos, divisão do trabalho e regras de mediação. Estas também indicaram como as contradições identificadas poderiam formar a base para uma mudança em seu sistema de atividade de ensino. Estes resultados sugerem que os programas de ensino não devem se concentrar apenas em quanto os nossos alunos aprendem novas estratégias, mas também em como eles adquirem habilidades transferíveis para transformar seus contextos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Activity theory]]></kwd>
<kwd lng="en"><![CDATA[contradictions]]></kwd>
<kwd lng="en"><![CDATA[digital literacy practices]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[teoría de la actividad]]></kwd>
<kwd lng="es"><![CDATA[contradicciones]]></kwd>
<kwd lng="es"><![CDATA[prácticas de alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[docentes en formación]]></kwd>
<kwd lng="es"><![CDATA[EFL]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="fr"><![CDATA[Théorie de l&#8217;activité]]></kwd>
<kwd lng="fr"><![CDATA[contradictions]]></kwd>
<kwd lng="fr"><![CDATA[pratiques de littératie numérique]]></kwd>
<kwd lng="fr"><![CDATA[enseignants en formation initiale]]></kwd>
<kwd lng="fr"><![CDATA[EFL]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants.]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da atividade]]></kwd>
<kwd lng="pt"><![CDATA[contradições]]></kwd>
<kwd lng="pt"><![CDATA[práticas de alfabetização digital]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[EFL]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ares]]></surname>
<given-names><![CDATA[N. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Peercy]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Constructing literacy: How goals, activity systems, and text shape classroom practice]]></article-title>
<source><![CDATA[Journal of Literacy Research]]></source>
<year>2003</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>633-62</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barab]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Scheckler]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using activity theory to conceptualize online community and using online community to conceptualize activity theory]]></article-title>
<source><![CDATA[Mind, Culture, and Activity]]></source>
<year>2004</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-47</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barahona]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contradictions in the activity of learning to teach English in Chile]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Selau]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cultural historical approach: Educational research in different contexts]]></source>
<year>2015</year>
<page-range>73-97</page-range><publisher-name><![CDATA[EDIPUCRS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bull]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[A. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Schmidt-Crawford]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Garofalo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hodges]]></surname>
<given-names><![CDATA[C. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Spector]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferdig]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Edyburn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kinshuk]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluating the impact of educational technology]]></article-title>
<source><![CDATA[Journal of Digital Learning in Teacher Education]]></source>
<year>2016</year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>117-8</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bullock]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital technologies in teacher education: From mythologies to making]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kosnik]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Beck]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Marshall]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodwin]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Murray]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Building bridges: Rethinking literacy teacher education in a digital era]]></source>
<year>2016</year>
<page-range>3-16</page-range><publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carroll]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From encyclopedias to search engines: Technological change and its impact on literacy learning]]></article-title>
<source><![CDATA[Literacy Learning in the Middle Years]]></source>
<year>2011</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>27-32</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cherner]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Curry]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preparing pre-service teachers to teach media literacy: A response to &#8220;fake news&#8221;.]]></article-title>
<source><![CDATA[Journal of Media Literacy Education]]></source>
<year>2019</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-31</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coiro]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Knobel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lankshear]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Leu]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Central issues in new literacies and new literacies research]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Coiro]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Knobel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lankshear]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Leu]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on new literacies]]></source>
<year>2008</year>
<page-range>1-21</page-range><publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>Colombia, Ministerio de Educación Nacional -MEN-.</collab>
<source><![CDATA[Derechos básicos de aprendizaje de inglés: grados transición a 5º de primaria (Basic learning English rights: Preschoool to 5th grade).]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Rúa]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qué hay en los estándares básicos de competencia en lengua extranjera sobre formación cultural? [What is there in the basic foreign language competence standards about cultural education?]]]></article-title>
<source><![CDATA[Lenguaje]]></source>
<year>2016</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>289-311</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Drucker]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Peter Drucker on the profession of management]]></source>
<year>2000</year>
<publisher-name><![CDATA[Harvard Business School Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duff]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Case study research in applied linguistics]]></source>
<year>2008</year>
<publisher-name><![CDATA[Taylor &amp; Francis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning by expanding: An activity theoretical approach to develop-mental research]]></source>
<year>1987</year>
<publisher-name><![CDATA[Orienta-Konsultit Oy]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Activity theory and individual and social transformation.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Miettinen]]></surname>
</name>
<name>
<surname><![CDATA[Punamäki]]></surname>
<given-names><![CDATA[R.-L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectives on activity theory]]></source>
<year>1999</year>
<page-range>19-38</page-range><publisher-name><![CDATA[Cambridge University. Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Expansive learning AT work: Toward an activity theoretical reconceptualisation]]></article-title>
<source><![CDATA[Journal of Education and Work]]></source>
<year>2001</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>133-56</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gee]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Social linguistics and literacies: Ideology in discourses]]></source>
<year>1996</year>
<publisher-name><![CDATA[Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hasan]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Kazlauskas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Activity theory: Who is doing what, why and how. [report]]]></source>
<year>2014</year>
<publisher-loc><![CDATA[University of Wollongong, Australia ]]></publisher-loc>
<publisher-name><![CDATA[Faculty of Business]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lankshear]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Knobel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[New literacies: Everyday practices and social learning.]]></source>
<year>2011</year>
<publisher-name><![CDATA[Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maher]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service teachers&#8217; digital competencies to support school students&#8217; digital literacies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Keengwe]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Onchwari]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on literacy and digital technology integration in teacher education]]></source>
<year>2020</year>
<page-range>29-46</page-range><publisher-name><![CDATA[IGI Global]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Milton]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The enlightenment meets twitter: using social media in the social studies classroom]]></article-title>
<source><![CDATA[Ohio Social Studies Review]]></source>
<year>2013</year>
<volume>50</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-29</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morf]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[W. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[I/O psychology and the bridging potential of A. N. Leont&#8217;ev&#8217;s activity theory]]></article-title>
<source><![CDATA[Canadian Psychology]]></source>
<year>2000</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-93</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Contradictions in learning to write in a second language classroom: Insights from radical constructivism, activity theory, and complexity theory.]]></source>
<year>2002</year>
<publisher-name><![CDATA[The University of Texas, AT Austin. UT Electronic Theses and Dissertations]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nunan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bailey]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Exploring second language classroom research. A comprehensive guide]]></source>
<year>2009</year>
<publisher-name><![CDATA[Heinle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[De Costa]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reframing graduate student writing strategies from an activity theory perspective]]></article-title>
<source><![CDATA[Language and Sociocultural Theory]]></source>
<year>2015</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-50</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Potari]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective]]></article-title>
<source><![CDATA[ZDM]]></source>
<year>2013</year>
<volume>45</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>507-19</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tobin]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Elmesky]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Carambo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[McKnight]]></surname>
<given-names><![CDATA[Y.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[Beers]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Re/making identities in the praxis of urban schooling: A cultural historical perspective]]></article-title>
<source><![CDATA[Mind, Culture, and Activity]]></source>
<year>2004</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>48-69</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sagre]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Herazo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Becerra]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonzalez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contradictions and critical praxis in foreign language teachers&#8217; implementation of Reading-to-Learn]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2021</year>
<volume>108</volume>
<page-range>03515</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Said]]></surname>
<given-names><![CDATA[M. N. H. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Forret]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Eames]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Analysis of contradictions in online collaborative learning using activity theory as analytical framework]]></article-title>
<source><![CDATA[Journal Teknologi]]></source>
<year>2014</year>
<volume>68</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>57-63</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Said]]></surname>
<given-names><![CDATA[M. N. H. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hassan]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Idris]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Zahiri]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Forret]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Eames]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technology-enhanced classroom learning community for promoting tertiary ict education learning in Malaysia]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Yusof]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Arsat]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Borhan]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Graff]]></surname>
<given-names><![CDATA[E. de]]></given-names>
</name>
<name>
<surname><![CDATA[Kolmos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Phang]]></surname>
<given-names><![CDATA[F. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[PBL across cultures]]></source>
<year>2013</year>
<page-range>326-34</page-range><publisher-loc><![CDATA[Aalborg University Press ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sannino]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Daniels]]></surname>
<given-names><![CDATA[H. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[K. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and expanding with activity theory.]]></source>
<year>2009</year>
<publisher-name><![CDATA[Cambridge University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sannino]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cultural-historical activity theory: Founding insights and new challenges]]></article-title>
<source><![CDATA[Cultural-Historical Psychology]]></source>
<year>2018</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>43-56</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smagorinsky]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Gibson]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Bickmore]]></surname>
<given-names><![CDATA[S. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cook]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools.]]></article-title>
<source><![CDATA[English Education]]></source>
<year>2004</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>214-45</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stouraitis]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Potari]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Skott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Contradictions and shifts in teaching with a new curriculum: The role of mathematics]]></source>
<year>2015</year>
<conf-name><![CDATA[ CERME 9-Ninth Congress of the European Society for Research in Mathematics Education]]></conf-name>
<conf-loc> </conf-loc>
<page-range>3262-8</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tour]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[TESOL in times of change]]></article-title>
<source><![CDATA[Monash University Linguistics Papers. Special Issue]]></source>
<year>2012</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-21</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tsui]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[J. L. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[In search of a third space: Teacher development in mainland China.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rao]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revisiting the Chinese learner]]></source>
<year>2010</year>
<volume>25</volume>
<page-range>281-311</page-range><publisher-name><![CDATA[Springer/The University of Hong Kong, Comparative Education Research Centre.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tsui]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Law]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning as boundary-crossing in school-university partnership.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2007</year>
<volume>23</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1289-301</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wray]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Medwell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional development for literacy teaching: The evidence from effective teachers.]]></article-title>
<source><![CDATA[Journal of InService Education]]></source>
<year>2000</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>487-98</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yamagata-Lynch]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Haudenschild]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using activity systems analysis to identify inner contradictions in teacher professional development.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2009</year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>507-17</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
