Journal articles, book chapters, and books
Crook, C.K. and Nixon, E. (in presss) The Social Anatomy of Collusion. British Educational Research Journal
Crook, C.K., (2018). Issues of academic integrity around learning and assessment. In: ROSEMARY LUCKIN, ed., Enhancing learning and teaching with technology: what the research says UCL Institute of Education Press. 110-123
Crook, C.K. and Schofield, L., (2017). The video lecture. The internet and higher education. 34, 56-64
Crook, C.K. and Sutherland, R., (2017). Technology and theories of learning. In: Sharples, M. and Sutherland, R., eds., Technology enhanced learning: research themes Springer. (In Press.)
Bligh, B and Crook, C.K., (2017). Learning Spaces: Departure points for a spatial turn in technology enhanced learning.. In: Sharples, M. and Sutherland, R., eds., Technology enhanced learning: research themes Springer. (In Press.)
Crook, C.K. and Bligh, B., 2016. Technology and the dis-placing of learning in educational futures. Learning, Culture and Social Interaction. 11, 162-175
Crook, K.M. and Crook, C.K., (2016). Multi-modal opportunities with digital tools: the example of narrated photographs. In: Marcus-Quinn, A and Hourigan, T., eds., Handbook on Digital Learning for K-12 Schools Springer. 13-29
Crook, C.K. and Lackovic, N., (2016). Images of educational practice: how school websites represent digital learning. In: Handbook on Digital Learning for K-12 Schools Springer. 75-90
Crook, C. (2016) The discourse of a ‘smart’ technology: implications for educational practice’, International. Journal of Smart Technology and Learning. 1(1) 4-20.
Gu, X., Xu, X., Wang, H. and Crook, C. (2016), Design possibilities for the e-Schoolbag: Addressing the 1:1 challenge within China. British Journal of Educational Technology. doi: 10.1111/bjet.12434
Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., … O’Malley, C. (2015). Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom. Journal of the Learning Sciences, 24(2), 308–341
Lackovic, N., Crook, C., Cobb, S., Shalloe, S., & Cruz, M. D’. (2015). Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations. Educational Research, 57(3), 331–351.
Shao, Y. and Crook, C.K. (2015) The Potential of a Mobile Group Blog to Support Cultural Learning Among Overseas Students, Journal of Studies in International Education 1-24
Crook, C.K. and Harrison, C., (2014). Children as inventors: orchestrating an informal pedagogic scenario with digital resources International Journal of Technology Enhanced Learning. 6(1), 21-3
Harrison, C., Tomás, C., and Crook, C. (2014) An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools, Computers in Human Behavior, 34(May), Pages 345-351.
Yang, Y., Crook, C.K and O'Malley, C. (2014) Can a social networking site support afterschool group learning of Mandarin? Learning, Media and Technology, 39(3) 267-282
Crook, C.K, (2013). The field of digital technology research. In: Price, S., Jewitt, C and Brown, B., eds., The Sage Handbook of Digital Technology Research
Crook, C.K, (2013). Varieties of “togetherness” in learning – and their mediation. In: Baker, M, Andriessen, J and Jarvela, S, eds., Affective Learning Together: Social and emotional dimensions of collaborative learning: New Perspectives on Learning and Instruction . Routledge.
Crook, C. (2012). Locating the teacher within socially constructivist educational practice. Chinese Journal of Applied Linguistics, 35(1), 59-62.
Crook, C.K., (2012). The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting Oxford Review of Education. 38(1), 63-80
Crook, C.K. and Mitchell, G., (2012). Ambience in social learning: student engagement with new designs for learning spaces Cambridge Journal of Education. 42(2), 121-139
Eligio, U.X., Ainsworth, S. and Crook, C., (2012). Emotion understanding and performance during computer-supported collaboration Computers in human behavior. 28(6), 2046-2054
Luckin, R., Bligh, B. and Manches, A. and Ainsworth, S. and Crook, C. and Noss, R. (2012) Decoding learning:the proof, promise and potential of digital education. NESTA.
Anastopoulou, S; Sharples, M.; Ainsworth, S; Crook, C. O'Malley, C. and Wright, M. (2012). Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education, 34(2) pp. 251–273.
Brosnan, M., Joiner, R., Gavin, JL Crook, C., Maras, P., Guiller, J. and Scott, A. J., (2012). The impact of pathological levels of internet-related anxiety on internet usage. Journal of Educational Computing Research, 46 (4), pp. 341-356.
Ainsworth, S., Gelmini-Hornsby, G., Threapleton, K., Crook, C., O'Malley, C. and Buda, M., (2011). Anonymity in classroom voting and debating Learning and Instruction. 21(3), 365-378
Crook, C.K., (2011). Versions of computer-supported collaboration in higher education. In: Ludvigson, S.., Lund, A., Rasmussen, I., Saljo, R., eds. Learning across sites: New tools, infrastructures and practices. Abingdon: Routledge, pp. 156-171
Crook, C.K., (2010). Task-oriented collaboration: not just what is inside the task, but what the task is inside of. International reports on socio-informatics, 7(1), 104-109.
Crook, C.K. and Lewthwaite, S., (2010). Technologies for formal and informal learning. In: Littleton, K., Wood, C., Staarman, J.K., eds. International Handbook of Psychology in Education. Emerald, pp. 435-461
Crook, C.K. and Cluley, R. (2009) The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, Media and Technology, 34(03), pp. 199 - 213.
Crook, C.K., (2009). Coordinating, collaborating and blending with technology. In: Ligorio, M.B., Andriessen, J., Baker, M., Knoller, N., Tateo, L, (eds.) Talking over the computer. Scriptaweb, pp. 53-64.
Crook, C.K. .(2008) . Theories of formal and informal learning in the world of web 2.0. In S. Livingstone (ed.), Theorising the benefits of new technology for youth. Oxford: University of Oxford/London School of Economics, (pp. 30–37).
Crook, C.K. and Bennett, L. (2007) Does using a computer disturb the organization of children’s writing? British Journal of Developmental Psychology , 25, 313–321
Wang, T., & Crook, C.K., (2007). An Empirical Study on Academic Achievement and Utilization of Support Provisions by Tertiary English English Language E-learners in China. International Journal of Instructional Technology and Distance Learning, 4(10), 35-50.
Crook, C.K. (2007) Learning science and learning technology: a place for cultural psychology British Journal of Educational Psychology Monograph Series II, 5, 1–17
Crook, C.K., Gross, H. and Dymott, R. (2006) Assessment relationships in higher education: the tension of process and practice British Educational Research Journal, 32(1), 95-114
Wang, T. and Crook, C.K. (2006) The Experiment of Tertiary Online Education in China: An Overview International Journal of instructional technology and distance learning Vol 3 No. 9
Joiner, R., Gavin, J., Brosnan, M., Crook, C., Duffield, J., Durndell, A., Guiller, J., Maras, P. and Scott, A. (2006) Internet identification and future Internet use. CyberPsychology & Behavior. 9(4): 410-414.
Crook, C.K. .and Garratt, D. (2005) The Positivist Paradigm in Contemporary Social Science Research. In B. Somekh and C. Lewin (eds) Research Methods in the Social Sciences, London: Sage.
Crook, C.K. (2005) Addressing research at the intersection of academic literacies and new technology, International journal of educational research, 43(7-8) 509-518.
Joiner, R., Gavin, J., Duffield, J., Brosnan, M., Crook, C., Durndell, A., Maras, P., Miller, J., Scott, A. J. and Lovatt, P., (2005). Gender, Internet Identification, and Internet Anxiety: Correlates of Internet Use. Cyberpsychology & Behavior, 8 (4), pp. 371-378.
Crook, C.K. and Dymott, R. (2005) ICT and the literacy practices of undergraduate writing. In M, Monteith (Ed.) Teaching secondary school literacies with ICT. Milton Keynes: Open University Press.
Crook, C.K. and Barrowcliff, (2005) Institutional visions and student learning practices: a matching problem in ICT for residential undergraduates. Hermes, 39, 69-76.
Kerawalla, L. and Crook, C.K. (2005) From promises to practices: The fate of educational software in the home. Technology, Pedagogy and Education, 14, 107-126
Crook, C.K. (2004) Ripe for a virtual revolution? The Psychologist, 17(4) 202-204
Kerawalla, L. and Crook, C.K. (2002) Children's computer use at home and at school: context and continuity. British Educational Research Journal. 28, 751-771.
Crook, C.K. (2002) Virtual University: The learnerís perspective. In K. Robbins and F. Webster (Eds.) The Virtual University?. Oxford: Oxford University Press. 105-125.
Crook, C.K. and Light, P (2002) Virtualisation and the cultural practice of study. In S. Woolgar (Ed.) Virtual Society? - technology, cyberbole, reality Oxford: Oxford University Press, 153-175
Crook, C.K. (2002) The Social Character of Knowing and Learning: Implications of cultural psychology for educational technology. Journal of Information Technology in Teacher Education. 10, 19-36
Crook, C.K. (2002) Deferring to resources: student collaborative talk mediated by computer-based versus traditional notes. Journal of Computer-Assisted Learning. 18(1), 64-76.
Crook, C.K. (2002) Learning as cultural practice. In. M. Lea and K. Nicoll (Eds.) Understanding distributed learning. London: Routledge Falmer 152-169.
Crook, C.K. (2001) Managing intersubjectivity in video-mediated collaboration. In T. Koschmann, R. Hall and N. Miyake (Eds.) CSCL2: Carrying forward the conversation. Mahwah, NJ: LEA.
Crook, C.K. (2001) The campus experience of networked learning.. In C. Steeples and C. Jones (Eds.) Networked Learning: Perspectives and Issues. London: Springer. Pp 293-308
McAteer, E., Tolmie, A. Crook, C., McLeod, H. and Musselbrook, K. (2001) Learning networks and the issue of communication skills. In C. Steeples and C. Jones (Eds.) Networked Learning: Perspectives and Issues. London: Springer. Pp 308 - 342.
Crook, C.K. and Barrowcliff, D. (2001) Ubiquitous computing on campus: Patterns of engagement by university students. International journal of human-computer interaction. 13(2) 245-258.
Musselbrook, K., Mcateer, E., Crook, C., Macleod, H. & Tolmie, A. (2000). Learning networks and communication skills. ALT-J (Association for Learning Technology Journal), 8. 71-79.
Campbell, A., Shirley, L., Heywood, C. and Crook, C. (2000) Infants' visusl preference for sex-congruent babies, children, toys and activities: A longitudinal study. British Journal of Developmental Psychology, 18, 479-498.
Light, P., Crook, C.K. and White, S. (2000) Learning sites: networked resources and the learning community. The New Review of Information Networking, 6, 187-194
Crook, C.K. (2000) Motivation and the ecology of collaborative learning. In R. Joiner, K. Littleton, D. Faulkner, and D. Miell (Eds.) Rethinking collaborative learning. London: Free Association Press. 161-178
Crook, C.K. (2000) Cognitive development and the internet. American Psychological Association Monitor 31(4), 62.
Crook, C.K. and Light, P. (1999) Information technology and the culture of student learning. In J. Bliss, P. Light and R. Saljo (Eds.) Learning sites. Springer.
Crook, C.K. (1999) Still talking at the boundaries. The Journal of the Learning Sciences, 8 (3 & 4) 517-519.
Crook, C.K. (1999) The uses and significance of electronic media during development. In D. Messer and S. Millar (Eds.) Exploring Develomental Psychology. London: Edward Arnold.
Crook, C.K. (1998) Ordenadores y aprendizaje colaborative. Madrid: Ministerio de Educaacion y Cultura.
Crook , C.K. (1998) Computers in the community of classrooms. In K. Littleton and P. Light (Eds.) Learning with computers: Analysing productive interaction (102-117). London: Routledge.
Crook, C.K. and Webster, D. (1998) Designing for informal undergraduate computer mediated communication, Active Learning. 7 , 47-51.
Crook, C.K. (1998) Computer networks in education: the de-schooling of psychology students? ThePsychologist 11 (8): 378-380..
Crook, C.K. (1998) Young children as users of new technology. Computers and Education. 30, 237-247.
Crook, C.K. (1998) Technology, media and social development. In A. Campbell and S. Muncer (Eds.) The Social Child Hove: The Psychology Press
Crook, C.K. (1997) Rendere piu interattivi i materiali ipertestuali per la lezione universitaria: le reasioni degli studenti, Technologie Didattiche, 12 34-40.
Crook, C.K. (1997) Making hypertext lecture notes mre interactive: undergraduate reactions. Journal of computer assisted learning, 13, 236-244.
Middleton, D. and Crook, C.K. (1996) Bartlett and socially ordered consciousness: A discursive perspective. Culture and Psychology, 2, 379-396.
Crook, C.K. (1996) Schools of the future. In T. Gill (Ed.) Electronic Children. London: National Children's Bureau.
Crook, C.K. (1995) Educational practice within two computer networks. In C. O'Malley (ed) Computer-supported collaborative learning. Springer.
Crook, C.K. (1995) On resourcing a concern for collaboration within peer interactions. Cognition and Instruction, 13(4) 541-547.
Crook, C.K. (1994) Computer networking and collaborative learning within a departmentally focused undergraduate course. In H. Foot et al (Eds) Group and interactive learning. Southampton: Computational Mechanics.
Johnson, P., Crook, C.K. and Stevenson, R.J. (1994) Child's play: creative writing in playful environments. In H. Foot et al (Eds) Group and interactive learning. Southampton: Computational Mechanics.
Crook, C.K. (1994) Computers and the collaborative experience of learning. London: Routledge.
Crook, C.K. (1992) Computers in the zone of proximal development: Issues of evaluation. Computers and Education. 17, 81-91
Crook, C.K.. (1992) Cultural artefacts and social development : the case of computers. In H. McGurk (ed) Contemporary issues in social development. Hillsdale: LEA
Crook, C.K. (1992) Young children's skill inusing a mouse to control a graphical computer interface. Computers and Education, 19, 199-207.
Crook, C.K. (1991) Computers for preschool children: The role of direct manipulation interfaces. Early Child Development and Care, 69, 5-18.
Crook, C.K. (1988) Electronic media for communications in an undergraduate teaching department. In D. Smith (ed.), New Technologies and Professional Communications in Education. London: NCET.
Crook, C.K. (1987) The social context of classroom computers. In Rutkowska & Crook (eds.) Computers, Cognition and Development. 1987. Chichester: J. Wiley.
Crook, C.K. (1987) Taste and olfaction. In P. Salapatek and L. Cohen (eds.) Handbook of Infant Perception Vol. 1. New York: Academic Press.
Crook, C.K. and Steele, J. (1987) Self-selection of simple computer activities by infant school pupils. Educational Psychology, 7, 23-32.
Rutkowska, J. & C. Crook (1987) Computers, Cognition and Development. Issues for psychology and education. Chichester: J. Wiley.
Crook, C.K. (1986) Chalkface to ivory tower: Bridging the gap between teachers and researchers. Micro-Scope, 17, 8-10.
Crook, C.K. (1985) Knowledge and appearance. In N. Freeman & M. Cox (eds.) Visual Order, Cambridge: Cambridge University Press.
Crook, C.K. (1985) Electronic messaging and the social organization of information. Quarterly Newsletter of the Laboratory of Comparative Human Cognition,, 7, 65-69.
Lipsitt, L.P., Crook, C.K. & Booth, C.A. (1985) The transitional infant: behavioral development and feeding. American Journal of Clinical Nutrition, 485-495.
Crook, C.K. (1984) Factors influencing the use of transparency in children's drawings. British Journal of Developmental Psychology, 2, 213-222.
Crook, C.K. (1982) Modulation of the sucking reflex by taste and smell. In J. Steiner & J. Ganchow (eds.) The Determination of Behavior by Chemical Stimuli, London: IRL.
Crook, C.K. (1981) Functional aspects of the chemical senses in the newborn period. Developmental Medicine and Child Neurology, 23, 247-259.
Schaffer, H.R. & Crook, C.K. (1980) Child compliance and maternal control techniques. Developmental Psychology, 16, 54-61.
Schaffer, H.R. & Crook, C.K.(1979) Maternal control techniques in a directed play situation. Child Development, 50, 54-61.
Crook, C.K. (1978) Infant taste perception. Infant Behavior and Development, 1, 49-66.
Crook, C.K. (1979) The organization and control of infant sucking. Advances in Child Development and Behavior, 209-252. New York: Academic Press.
Schaffer, H.R. & Crook, C.K. (1978) The role of the mother in early social development. In H. McGurk (ed.) Issues in Childhood Social Development, London: Methuen.
Crook, C.K., P.M. Burke, & S. Kittner (1977) Effects of exteroceptive stimulation upon the nutritive sucking of newborns. Developmental Psychology, 13, 469-472.