Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Andrew Burn's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Andrew Burn with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andrew Burn more than expected).
This network shows the impact of papers produced by Andrew Burn. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Andrew Burn. The network helps show where Andrew Burn may publish in the future.
Co-authorship network of co-authors of Andrew Burn
This figure shows the co-authorship network connecting the top 25 collaborators of Andrew Burn.
A scholar is included among the top collaborators of Andrew Burn based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Andrew Burn. Andrew Burn is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Valente, José Armando, et al.. (2014). GAME-MAKING AS A MEANS TO DELIVER THE NEW COMPUTING CURRICULUM IN ENGLAND 1. UCL Discovery (University College London).1 indexed citations
Buckingham, David & Andrew Burn. (2007). Game literacy in theory and practice. Journal of educational multimedia and hypermedia. 16(3). 323–349.106 indexed citations
8.
Burn, Andrew, et al.. (2007). Media Literacy in Schools.12 indexed citations
9.
Burn, Andrew. (2006). Re-Working the Text: Online Fandom.6 indexed citations
10.
Banaji, Shakuntala, Andrew Burn, & David Buckingham. (2006). The rhetorics of creativity: a review of the literature. London School of Economics and Political Science Research Online (London School of Economics and Political Science).68 indexed citations
11.
Burn, Andrew. (2005). Pictures from a rocket: English and the semiotic take. English Teaching-practice and Critique. 4(1). 95–105.9 indexed citations
12.
Burn, Andrew. (2004). Potter-Literacy: from book to game and back again; literature, film, game and cross-media literacy. IOE EPrints.9 indexed citations
13.
Burn, Andrew. (2003). Poets, Skaters and Avatars: performance, identity and new media. IOE EPrints.13 indexed citations
Andrews, Richard, Andrew Burn, Jenny Leach, et al.. (2002). A systematic review of the impact of networked ICT on 5-16 year-olds' literacy in English. Open Research Online (The Open University).9 indexed citations
16.
Burn, Andrew. (2000). Repackaging the Slasher Movie: Digital Unwriting of Film in the Classroom. English in Australia. 1(127). 24–34.4 indexed citations
17.
Burn, Andrew. (1966). The Penguin History of Greece. Medical Entomology and Zoology.1 indexed citations
18.
Burn, Andrew. (1964). Alexander the great and the Hellenistic world.1 indexed citations
Burn, Andrew. (1953). Agricola and Roman Britain. Bulletin of Miscellaneous Information (Royal Gardens Kew).2 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.