Referenser som har använts under de utvecklingsarbeten som gjorts. Fokus är på checklistor, matriser och modeller i urval. 

Ahl, L. M., & Helenius, O. (2021). Ett ramverk för progression. Nämnare. nr.2. s. 39-45. 

Ammert, N. (2016). Historieläromedel – en forskningsöversikt. HumaNetten, 37, 140. https://doi.org/10.15626/hn.20163707 

Baker, T., Tricarico, L., & Bielli, S. (2019). Making the most of technology in education: Lessons from school systems around the world. Nesta. 

Benedek, J., & Miner, T. (2002). Measuring desirability: New methods for evaluating desirability in a usability lab setting. Microsoft Corporation. 

Booysen, T., & Westaway, L. (2022). Exploring visual representations of multiplication and division in early years South African mathematics textbooks. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7.  

Bowen, N. E. J. A., & Hopper, D. (2023). The representation of race in English language learning textbooks: Inclusivity and equality in images. TESOL Quarterly, 57(4), 1013–1040. https://doi.org/10.1002/tesq.3169 

Education Alliance Finland. (n.d.). https://educationalliancefinland.com/ 

Eilard, A. (2004). Genus och etnicitet i en “läsebok” i den svenska mångetniska skolan. Pedagogisk forskning i Sverige. Årg. 9, nr. 4.  

El Mhouti, A., Nasseh, A., & Erradi, M. (2013). How to evaluate the quality of digital learning resources? International Journal of Computer Science Research and Application, 3(3), 27–36. 

Englund, B. (1999). Lärobokskunskap, styrning och elevinflytande. Pedagogisk forskning i Sverige. Årg. 4 nr.4.  

Gholampour, S., & Mehrabi, D. (2023). Literature review of ELT textbook evaluation, 47(2). MEXTESOL Journal, Vol. 47, No. 2, 2023.  

Green, B. (2023). Five design principles for language learning materials development, 40. ORTESOL Journal, Volume 40, 2023.  

Gresalfi, M. S. (2018). Choosing and using games in the classroom. Teaching Children Mathematics, 24. https://doi.org/10.5951/teacchilmath.24.7.0408 

Holmgren, A. (2011). Fält, skuggfält och gränsdragningsarbete: Teoretiska verktyg för analys av läroboksforskning. Praktiske Grunde. Nordisk tidsskrift for kultur- og samfundsvidenskab, nr. 1, 2011, s. 17-26 

Hokanson, B., Clinton, G., & Tracey, M. W. (2016). The design of learning experience: Creating the future of educational technology. Springer. https://doi.org/10.1007/978-3-319-16504-2 

Horzum, T., & Yildiz, E. (2023). Examination of middle school mathematics textbooks in terms of values. International Electronic Journal of Mathematics Education, 18(2), em0731. https://doi.org/10.29333/iejme/12908 

Jonassen, D., Howland, J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Merrill Prentice Hall. 

Khany, R., Kamalvand, A., & Ilam University. (2022). 100 years of research on English language learning/teaching materials: A systematic literature review. TESL-EJ, 25(4). https://doi.org/10.55593/ej.25100a2 

Kobran, nallen och majjen: Tradition och förnyelse i svensk skola och skolforskning. (2003). Myndigheten för skolutveckling. 

Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology & Society, 10(2), 44–59. 

Lee, C.-Y., & Cherner, T. S. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education: Research, 14, 21–53. http://www.jite.org/documents/Vol14/JITEV14ResearchP021-053Yuan0700.pdf 

National Association of State Boards of Education. (n.d.). What role do states play in selecting K–12 textbooks? https://www.nasbe.org/what-role-do-states-play-in-selecting-k-12-textbooks/ 

NESTA. (n.d.). Edtech innovation testbed. https://www.nesta.org.uk/project/edtech-innovation-testbed/ 

Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan. Didaktiska perspektiv på läroböcker, lärare och nationella prov. ACTA UNIVERSITATIS GOTHOBURGENSIS. Avhandling Göteborgs universitet.  

Norwegian Centre for ICT in Education. (2016). Quality criteria for digital learning resources: An aid for teachers and others who want to evaluate the suitability of digital learning resources in educational contexts. 

OECD. (2009). Beyond textbooks: Digital learning resources as systemic innovation in the Nordic countries. OECD Publishing. https://read.oecd-ilibrary.org/education/beyond-textbooks_9789264067813-en 

Schrock, K. (2011–2015). Critical evaluation of a content-based iPad/iPod app. iPads for teaching. 

Seifert, S. (2021). Is reading comprehension taken for granted? An analysis of Austrian textbooks in fourth and sixth grade. Technology, Knowledge and Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w 

Selander, S. (1989). Historia, kunskap och pedagogiska texter. Kronos: Historia i skola och samhälle, 2, 51–56. 

TIM. (2011). Arizona Technology Integration Matrix. Florida Center for Instructional Technology. https://www.azk12.org/arizona-technology-integration-matrix 

Vincent, T. (2015). Ways to evaluate educational apps. https://learninginhand.com/blog/ways-to-evaluate-educational-apps.html 

Wang, X. (2024). Methodological approaches in exploring textbook structures. Michigan State University.  

Widholm, T. (2020). Läromedel i praktiken: Läromedelsbruk i religionskunskap på gymnasieskolan. Linköping Studies in Pedagogical Practices Dissertation No. 39.  

Yunianta, T. N. H., Suryadi, D., Dasari, D., & Herman, T. (2023). Textbook praxeological–didactical analysis: Lessons learned from the Indonesian mathematics textbook. Journal on Mathematics Education, 14(3), 503–524. https://doi.org/10.22342/jme.v14i3.pp503-524 

Åkerfeldt, A., & Selander, S. (2016). Söka och värdera digitala läromedel. I Digital kompetens – Leda och lära i tekniktäta klassrum. Skolverket.