Daniela DiGiacomo

683 total citations
36 papers, 415 citations indexed

About

Daniela DiGiacomo is a scholar working on Education, Sociology and Political Science and Safety Research. According to data from OpenAlex, Daniela DiGiacomo has authored 36 papers receiving a total of 415 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 12 papers in Sociology and Political Science and 9 papers in Safety Research. Recurrent topics in Daniela DiGiacomo's work include Youth Development and Social Support (8 papers), Innovative Education and Learning Practices (5 papers) and Early Childhood Education and Development (5 papers). Daniela DiGiacomo is often cited by papers focused on Youth Development and Social Support (8 papers), Innovative Education and Learning Practices (5 papers) and Early Childhood Education and Development (5 papers). Daniela DiGiacomo collaborates with scholars based in United States, Australia and Germany. Daniela DiGiacomo's co-authors include Kris D. Gutiérrez, William R. Penuel, June Ahn, Fabio Campos, Katie Van Horne, Ben Kirshner, Jennifer Higgs, Sepehr Vakil, Ellen L. Usher and Jaeyun Han and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Researcher and Studies in Higher Education.

In The Last Decade

Daniela DiGiacomo

31 papers receiving 389 citations

Peers

Daniela DiGiacomo

EDUCA

CSA

SPS

DEP

Eli Tucker‐Raymond United States

Naomi Thompson United States

Jung Won Hur United States

Jean J. Ryoo United States

Lone Dirckinck‐Holmfeld Denmark

Bernadette Charlier Switzerland

Kati Mäkitalo Finland

Daniel Peraya Switzerland

Christian Dalsgaard Denmark

Alain Breuleux Canada

Eli Tucker‐Raymond United States

Daniela DiGiacomo

286 ×1.4

EDUCA

181 ×1.5

CSA

82 ×0.9

SPS

257 ×3.6

DEP

39 ×0.7

Citations per year, relative to Daniela DiGiacomo Daniela DiGiacomo (= 1×) peers Eli Tucker‐Raymond

Countries citing papers authored by Daniela DiGiacomo

Since Specialization

Citations

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

Fields of papers citing papers by Daniela DiGiacomo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daniela DiGiacomo. 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 Daniela DiGiacomo. The network helps show where Daniela DiGiacomo may publish in the future.

Co-authorship network of co-authors of Daniela DiGiacomo

This figure shows the co-authorship network connecting the top 25 collaborators of Daniela DiGiacomo. A scholar is included among the top collaborators of Daniela DiGiacomo 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 Daniela DiGiacomo. Daniela DiGiacomo 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

Burns, C. Sean, et al.. (2024). Learning by Doing: An Online, Open-Source Course Design Approach to Systems Librarianship. Journal of Education for Library and Information Science. 66(2). 157–173. 1 indexed citations

DiGiacomo, Daniela, et al.. (2024). The power should be balanced: Central dimensions of healthy intergenerational partnerships. Childhood. 31(3). 471–487. 1 indexed citations

Peppler, Kylie, et al.. (2023). Relational Connective Tissue: The Role Relationships Play in Freedom of Movement Across Culinary Learning. Proceedings.. 218–225. 2 indexed citations

DiGiacomo, Daniela, et al.. (2023). The benefits of belonging: Students’ perceptions of their online learning experiences. Distance Education. 44(1). 24–39. 14 indexed citations

DiGiacomo, Daniela, et al.. (2023). Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts. Journal of Information Literacy. 17(1). 4 indexed citations

Burns, C. Sean, et al.. (2023). Exploring the Impact of Ungrading on Student Learning. 1 indexed citations

Han, Jaeyun, Daniela DiGiacomo, & Ellen L. Usher. (2023). College students’ self-regulation in asynchronous online courses during COVID-19. Studies in Higher Education. 48(9). 1440–1454. 6 indexed citations

DiGiacomo, Daniela, et al.. (2021). How Students and Principals Understand ClassDojo: Emerging Insights. TechTrends. 66(2). 172–184. 8 indexed citations

DiGiacomo, Daniela, et al.. (2021). Civic Education in a Politically Polarized Era. Peabody Journal of Education. 96(3). 261–274. 7 indexed citations

10.

Kirshner, Ben, et al.. (2020). The Measure of Youth Policy Arguments: An Approach to Supporting Democratic Participation and Student Voice. Democracy education. 28(2). 4. 3 indexed citations

11.

DiGiacomo, Daniela. (2020). Supporting Interests and Sharing Power: Insights from a Scottish Youth Program. SHILAP Revista de lepidopterología. 15(5). 68–92. 4 indexed citations

12.

DiGiacomo, Daniela, et al.. (2020). Development, Learning, and Equity in Child- and Youth-Focused Courses in ALA-Accredited Master’s Programs. IDEALS (University of Illinois Urbana-Champaign). 1 indexed citations

13.

Ahn, June, et al.. (2019). Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design. Journal of Learning Analytics. 6(2). 67 indexed citations

14.

DiGiacomo, Daniela, et al.. (2018). The material and social constitution of interest. Learning Culture and Social Interaction. 19. 51–60. 30 indexed citations

15.

Allen, Carrie D., Daniela DiGiacomo, Katie Van Horne, & William R. Penuel. (2018). Pursuing interests and getting involved: Exploring the conditions of sponsorship in youth learning. Digital Education Review. 120–129. 2 indexed citations

16.

Gutiérrez, Kris D., et al.. (2017). Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices. Review of Research in Education. 41(1). 30–60. 76 indexed citations

17.

Penuel, William R., Katie Van Horne, Daniela DiGiacomo, & Ben Kirshner. (2017). A Social Practice Theory of Learning and Becoming Across Contexts and Time. Frontline Learning Research. 4(4). 30–38. 24 indexed citations

18.

Horne, Katie Van, et al.. (2016). Disruptions to Practice: Understanding Suspensions of Youths' Interest-related Activities.. ICLS. 1 indexed citations

19.

DiGiacomo, Daniela, et al.. (2016). Why theory matters: An examination of contemporary learning time reforms. Education Policy Analysis Archives. 24. 44–44.

20.

DiGiacomo, Daniela & Kris D. Gutiérrez. (2014). Learning and Becoming in an After School Program: The Relationship as a Tool for Equity within the Practices of Making and Tinkering.. ICLS. 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.

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