Annika Lantz-Andersson

1.6k total citations · 2 hit papers
41 papers, 972 citations indexed

About

Annika Lantz-Andersson is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Annika Lantz-Andersson has authored 41 papers receiving a total of 972 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 12 papers in Developmental and Educational Psychology and 9 papers in Language and Linguistics. Recurrent topics in Annika Lantz-Andersson's work include Online and Blended Learning (8 papers), Innovative Teaching and Learning Methods (8 papers) and Digital Communication and Language (7 papers). Annika Lantz-Andersson is often cited by papers focused on Online and Blended Learning (8 papers), Innovative Teaching and Learning Methods (8 papers) and Digital Communication and Language (7 papers). Annika Lantz-Andersson collaborates with scholars based in Sweden, United States and Finland. Annika Lantz-Andersson's co-authors include Mona Lundin, Neil Selwyn, Thomas Hillman, Louise Peterson, Annika Bergviken Rensfeldt, Roger Säljö, Pia Williams, Géraldine Fauville, Jonas Linderoth and Louise Limberg and has published in prestigious journals such as Computers & Education, Teaching and Teacher Education and Environmental Education Research.

In The Last Decade

Annika Lantz-Andersson

39 papers receiving 874 citations

Hit Papers

align trajectories

What are hit papers?

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.

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups

2018 185 citations Annika Lantz-Andersson, Mona Lundin et al. Teaching and Teacher Education profile →
Teachers’ professional digital competence: an overview of conceptualisations in the literature

2022 100 citations Annika Lantz-Andersson, Mona Lundin et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Annika Lantz-Andersson Sweden	15	601	247	244	212	129	41	972
Teresa Franklin United States	15	534 0.9×	241 1.0×	253 1.0×	156 0.7×	86 0.7×	60	918
Joseph L. Polman United States	16	635 1.1×	103 0.4×	367 1.5×	155 0.7×	115 0.9×	59	1.0k
April Luehmann United States	12	767 1.3×	75 0.3×	325 1.3×	189 0.9×	54 0.4×	23	993
Jari Kukkonen Finland	16	783 1.3×	422 1.7×	194 0.8×	161 0.8×	124 1.0×	40	1.1k
Garry Hoban Australia	19	804 1.3×	164 0.7×	297 1.2×	131 0.6×	52 0.4×	71	1.0k
Nicole J. Tavares Hong Kong	8	482 0.8×	152 0.6×	142 0.6×	132 0.6×	92 0.7×	13	681
Cassandra Scharber United States	13	536 0.9×	184 0.7×	212 0.9×	122 0.6×	115 0.9×	39	793
Cathy Ringstaff United States	14	849 1.4×	213 0.9×	257 1.1×	115 0.5×	81 0.6×	28	1.1k
Jim Hewitt Canada	20	982 1.6×	218 0.9×	754 3.1×	181 0.9×	286 2.2×	50	1.4k
Anna Espasa Spain	12	625 1.0×	161 0.7×	214 0.9×	40 0.2×	170 1.3×	30	805

Countries citing papers authored by Annika Lantz-Andersson

Since Specialization

Citations

This map shows the geographic impact of Annika Lantz-Andersson'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 Annika Lantz-Andersson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Annika Lantz-Andersson more than expected).

Fields of papers citing papers by Annika Lantz-Andersson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Annika Lantz-Andersson. 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 Annika Lantz-Andersson. The network helps show where Annika Lantz-Andersson may publish in the future.

Co-authorship network of co-authors of Annika Lantz-Andersson

This figure shows the co-authorship network connecting the top 25 collaborators of Annika Lantz-Andersson. A scholar is included among the top collaborators of Annika Lantz-Andersson 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 Annika Lantz-Andersson. Annika Lantz-Andersson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Fauville, Géraldine, et al.. (2024). Underwater virtual reality for marine education and ocean literacy: technological and psychological potentials. Environmental Education Research. 32(3). 588–612. 14 indexed citations

Peterson, Louise, et al.. (2023). You Don’t Have to Re-invent the Wheel to Implement Technology Activities in Early Childhood Education. Early Childhood Education Journal. 52(2). 387–399. 2 indexed citations

Aspelin, Jonas, et al.. (2022). To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool. Journal of Early Childhood Research. 20(3). 383–396. 2 indexed citations

Aspelin, Jonas, et al.. (2021). Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study. Education Sciences. 11(11). 692–692. 6 indexed citations

Lantz-Andersson, Annika, et al.. (2019). Teachers’ narrative of learning to program in a professional development effort and the relation to the rhetoric of computational thinking. Education and Information Technologies. 25(3). 2175–2200. 18 indexed citations

Lantz-Andersson, Annika, et al.. (2019). Adekvat digital kompetens - ett svårfångat begrepp. 1 indexed citations

Lantz-Andersson, Annika, Mona Lundin, & Neil Selwyn. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education. 75. 302–315. 185 indexed citations breakdown →

Lantz-Andersson, Annika, et al.. (2017). ”Ja tycker om B” – Barns deltagande i läs- och skrivundervisning i förskolan. 5(2). 78–99. 2 indexed citations

Lantz-Andersson, Annika, Louise Peterson, Thomas Hillman, Mona Lundin, & Annika Bergviken Rensfeldt. (2017). Sharing repertoires in a teacher professional Facebook group. Learning Culture and Social Interaction. 15. 44–55. 28 indexed citations

10.

Lundin, Mona, Annika Lantz-Andersson, & Thomas Hillman. (2017). Teachers’ reshaping of professional identity in a thematic FB-group. 12(2). 12–29. 7 indexed citations

11.

Lantz-Andersson, Annika, et al.. (2016). Significant Structuring Resources in the Reading Practices of a Digital Classroom. Journal of Information Technology Education Research. 15. 131–156. 8 indexed citations

12.

Lantz-Andersson, Annika. (2016). Embracing social media for educational linguistic activities. Nordic Journal of Digital Literacy. 11(1). 50–77. 10 indexed citations

13.

Hakkarainen, Kai, Maria Beatrice Ligorio, Giuseppe Ritella, et al.. (2015). Artefacts Mediating Practices across Time and Space: Sociocultural Studies of Material Conditions for Learning and Remembering.. Computer Supported Collaborative Learning. 2. 593–598. 1 indexed citations

14.

Lantz-Andersson, Annika, et al.. (2013). Elevers gränsöverskridande framträdande på sociala nätverksplatser i ett utbildningssammanhang. Bulletin Monumental. 18. 36–61. 1 indexed citations

15.

Fauville, Géraldine, Annika Lantz-Andersson, & Roger Säljö. (2013). ICT tools in environmental education: reviewing two newcomers to schools. Environmental Education Research. 20(2). 248–283. 54 indexed citations

16.

Lantz-Andersson, Annika, et al.. (2013). Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces. International Journal of Computer-Supported Collaborative Learning. 8(3). 293–312. 69 indexed citations

17.

Lantz-Andersson, Annika, et al.. (2012). Students' Framing of Language Learning Practices in Social Networking Sites. 161–166. 2 indexed citations

18.

Lantz-Andersson, Annika, Jonas Linderoth, & Roger Säljö. (2008). What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. Instructional Science. 37(4). 325–343. 32 indexed citations

19.

Limberg, Louise, et al.. (2008). What Matters? Shaping Meaningful Learning through Teaching Information Literacy. Libri. 58(2). 53 indexed citations

20.

Limberg, Louise, et al.. (2007). What matters? Shaping meaningful learning through teaching information literacy. Borås Academic Digital Archive (University of Borås). 1 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.

Explore authors with similar magnitude of impact