Scott Bulfin

903 total citations
29 papers, 522 citations indexed

About

Scott Bulfin is a scholar working on Education, Literature and Literary Theory and Sociology and Political Science. According to data from OpenAlex, Scott Bulfin has authored 29 papers receiving a total of 522 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Literature and Literary Theory and 8 papers in Sociology and Political Science. Recurrent topics in Scott Bulfin's work include Child Development and Digital Technology (8 papers), Literacy, Media, and Education (7 papers) and Teacher Education and Leadership Studies (6 papers). Scott Bulfin is often cited by papers focused on Child Development and Digital Technology (8 papers), Literacy, Media, and Education (7 papers) and Teacher Education and Leadership Studies (6 papers). Scott Bulfin collaborates with scholars based in Australia, Switzerland and United Kingdom. Scott Bulfin's co-authors include Neil Selwyn, Nicola F. Johnson, Selena Nemorin, Luci Pangrazio, Graham Parr, Ilana Snyder, Michael Henderson, Brenton Doecke, Sarah Rutherford and Lisa Wise and has published in prestigious journals such as Australasian Journal of Paramedicine, British Journal of Educational Technology and Information Communication & Society.

In The Last Decade

Scott Bulfin

27 papers receiving 479 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott Bulfin Australia 13 291 146 129 118 111 29 522
Catharyn Shelton United States 13 309 1.1× 186 1.3× 89 0.7× 68 0.6× 85 0.8× 31 522
Panagiota Alevizou United Kingdom 6 207 0.7× 149 1.0× 98 0.8× 110 0.9× 71 0.6× 18 424
Carolyn Wilson Canada 9 178 0.6× 154 1.1× 220 1.7× 71 0.6× 133 1.2× 17 505
Janaina Minelli de Oliveira Spain 8 204 0.7× 78 0.5× 172 1.3× 77 0.7× 164 1.5× 33 514
Helen Beetham United Kingdom 10 240 0.8× 59 0.4× 138 1.1× 155 1.3× 56 0.5× 20 428
Ibrar Bhatt United Kingdom 13 124 0.4× 152 1.0× 152 1.2× 44 0.4× 88 0.8× 33 453
Eunice Ivala South Africa 12 243 0.8× 91 0.6× 92 0.7× 45 0.4× 89 0.8× 37 453
Eliza T. Dresang United States 13 195 0.7× 146 1.0× 101 0.8× 23 0.2× 132 1.2× 37 489
Rhona Sharpe United Kingdom 10 477 1.6× 61 0.4× 109 0.8× 131 1.1× 25 0.2× 23 612
Jason Ohler United States 9 224 0.8× 110 0.8× 101 0.8× 32 0.3× 134 1.2× 19 518

Countries citing papers authored by Scott Bulfin

Since Specialization
Citations

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

Fields of papers citing papers by Scott Bulfin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott Bulfin

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

All Works

20 of 20 papers shown
1.
Bulfin, Scott, et al.. (2023). Care of the profession: teacher professionalism and learning beyond performance and compliance. Pedagogy Culture and Society. 33(2). 503–521. 5 indexed citations
2.
Bulfin, Scott, et al.. (2021). Knowledge in the Making: Cultural Memory and English Teaching. Changing English. 28(1). 29–44. 4 indexed citations
3.
Selwyn, Neil, Selena Nemorin, Scott Bulfin, & Nicola F. Johnson. (2020). The 'obvious' stuff: exploring the mundane realities of students' digital technology use in school. Australasian Journal of Paramedicine. 1–14. 11 indexed citations
4.
Parr, Graham, et al.. (2019). The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry. Oxford Review of Education. 46(2). 238–256. 7 indexed citations
5.
Selwyn, Neil, Selena Nemorin, Scott Bulfin, & Nicola F. Johnson. (2017). Everyday Schooling in the Digital Age: High School, High Tech?. Australasian Journal of Paramedicine. 19 indexed citations
6.
Selwyn, Neil, Selena Nemorin, Scott Bulfin, & Nicola F. Johnson. (2017). Everyday Schooling in the Digital Age. 21 indexed citations
7.
Selwyn, Neil, Selena Nemorin, Scott Bulfin, & Nicola F. Johnson. (2017). Left to their own devices: the everyday realities of one-to-one classrooms. Oxford Review of Education. 43(3). 289–310. 59 indexed citations
8.
Bulfin, Scott, Nicola F. Johnson, Selena Nemorin, & Neil Selwyn. (2016). Nagging, noobs and new tricks – students’ perceptions of school as a context for digital technology use. Educational Studies. 42(3). 239–251. 23 indexed citations
9.
Selwyn, Neil & Scott Bulfin. (2015). Exploring school regulation of students’ technology use – rules that are made to be broken?. Educational Review. 68(3). 274–290. 19 indexed citations
10.
Parr, Graham, Brenton Doecke, & Scott Bulfin. (2015). Stories: A Common Currency. Changing English. 22(2). 135–141. 19 indexed citations
11.
Parr, Graham, et al.. (2014). On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing. Cambridge Journal of Education. 45(2). 133–148. 12 indexed citations
12.
Bulfin, Scott, Michael Henderson, Nicola F. Johnson, & Neil Selwyn. (2014). Methodological capacity within the field of “educational technology” research: an initial investigation. British Journal of Educational Technology. 45(3). 403–414. 33 indexed citations
13.
Parr, Graham, et al.. (2014). English teacher professional learning: learning to be creative and learning to become, creatively. 53–69. 1 indexed citations
14.
Parr, Graham, Scott Bulfin, & Sarah Rutherford. (2013). Narratives of/in English teaching and learning. 49(3). 2–7. 3 indexed citations
15.
Bulfin, Scott, et al.. (2012). New literacies as multiply placed practices: expanding perspectives on young people's literacies across home and school. Language and Education. 26(4). 331–346. 21 indexed citations
16.
Snyder, Ilana, et al.. (2008). DIGITAL TASTES: Social class and young people's technology use. Information Communication & Society. 11(7). 895–911. 60 indexed citations
17.
Bulfin, Scott. (2007). Screenagers and the Net-gen: Catching up with the Digital Natives. 3(3). 34. 2 indexed citations
18.
Bulfin, Scott, et al.. (2007). Negotiating Digital Literacy Practices Across School and Home: Case Studies of Young People in Australia. Language and Education. 21(3). 247–263. 42 indexed citations
19.
Bulfin, Scott. (2005). Conversation + collaboration + writing = professional learning. 40–58. 1 indexed citations
20.
Bulfin, Scott, et al.. (2003). Reframing beginning English teachers as knowledge producers: Learning to teach and transgress. 2(3). 47–58. 6 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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