{"id":3712,"date":"2024-05-23T10:04:18","date_gmt":"2024-05-23T14:04:18","guid":{"rendered":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/?page_id=3712"},"modified":"2024-05-23T10:50:27","modified_gmt":"2024-05-23T14:50:27","slug":"bibliography-peer","status":"publish","type":"page","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/bibliography-peer\/","title":{"rendered":"Project Converse Annotated Bibliography"},"content":{"rendered":"<h3>Peer<\/h3>\n\n<ul class=\"media alt-media\">\n        \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/creating-a-response-space-in-multiparty-classroom-settings-for-students-using-eye-gaze-accessed-speech-generating-devices\/\" rel=\"bookmark\" title=\"Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.\">\n                                    Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.<\/a>\n                                <\/h4>                            <p>Tegler, H., Demmelmaier, I., Johansson, M. B., &amp; Nor\u00e9n, N. (2020). Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. Augmentative and Alternative Communication, 36(4), 203\u2013213. https:\/\/doi.org\/10.1080\/07434618.2020.1811758 &nbsp; This study investigated the organization of multiparty classroom interaction that included one 14-year-old student with physical and intellectual disabilities due to &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/creating-a-response-space-in-multiparty-classroom-settings-for-students-using-eye-gaze-accessed-speech-generating-devices\/\" aria-label=\"Read more about Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-case-study-of-aided-story-telling-comparing-the-step-by-steptm-with-the-how-was-school-today-prototype\/\" rel=\"bookmark\" title=\"A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype.\">\n                                    A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype.<\/a>\n                                <\/h4>                            <p>Menjivar Dominguez, J., &amp; Yl\u00e4neva, K. (2010). A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype [Unpublished master\u2019s thesis]. https:\/\/www.diva-portal.org\/smash\/record.jsf?pid=diva2%3A395624&amp;dswid=1060 &nbsp; In this study, storytelling interactions are compared between a 10-year-old boy with cerebral palsy and his peers in two conditions; in one condition the boy has &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-case-study-of-aided-story-telling-comparing-the-step-by-steptm-with-the-how-was-school-today-prototype\/\" aria-label=\"Read more about A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/communicative-competence-in-childrens-peer-interaction\/\" rel=\"bookmark\" title=\"Communicative competence in children\u2019s peer interaction.\">\n                                    Communicative competence in children\u2019s peer interaction.<\/a>\n                                <\/h4>                            <p>Clarke, M., &amp; Wilkinson, R. (2013). Communicative competence in children\u2019s peer interaction. In N. Nor\u00e9n, C. Samuelsson, &amp; C. Plejert (Eds.), Aided communication in everyday interaction (pp. 23\u201358). J&amp;R Press. &nbsp; This study examined the use of multiple modalities to collaboratively achieve affiliation in two student dyads that include one child with cerebral palsy aged &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/communicative-competence-in-childrens-peer-interaction\/\" aria-label=\"Read more about Communicative competence in children\u2019s peer interaction.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/communication-aid-use-in-childrens-conversation-time-timing-and-speaker-transfer\/\" rel=\"bookmark\" title=\"Communication aid use in children\u2019s conversation: Time, timing and speaker transfer.\">\n                                    Communication aid use in children\u2019s conversation: Time, timing and speaker transfer.<\/a>\n                                <\/h4>                            <p>Clarke, M., &amp; Wilkinson, R. (2010). Communication aid use in children\u2019s conversation: Time, timing and speaker transfer. In H. Gardner &amp; M. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 249\u2013266). John Wiley &amp; Sons. &nbsp; This study examined how progressivity was negotiated during speaker transfer between three student dyads of children &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/communication-aid-use-in-childrens-conversation-time-timing-and-speaker-transfer\/\" aria-label=\"Read more about Communication aid use in children\u2019s conversation: Time, timing and speaker transfer.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/the-collaborative-construction-of-non-serious-episodes-of-interaction-by-non-speaking-children-with-cerebral-palsy-and-their-peers\/\" rel=\"bookmark\" title=\"The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers.\">\n                                    The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers.<\/a>\n                                <\/h4>                            <p>Clarke, M., &amp; Wilkinson, R. (2009). The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers. Clinical Linguistics and Phonetics, 23(8), 583\u2013597. https:\/\/doi.org\/10.1080\/02699200802491132 &nbsp; This study examined how two speaking and two non-speaking children with cerebral palsy aged 10 to 14 years collaborated to engaging in non-serious episodes &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/the-collaborative-construction-of-non-serious-episodes-of-interaction-by-non-speaking-children-with-cerebral-palsy-and-their-peers\/\" aria-label=\"Read more about The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/interaction-between-children-with-cerebral-palsy-and-their-peers-2-understanding-initiated-voca-mediated-turns\/\" rel=\"bookmark\" title=\"Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns.\">\n                                    Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns.<\/a>\n                                <\/h4>                            <p>Clarke, M., &amp; Wilkinson, R. (2008). Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns. AAC: Augmentative and Alternative Communication, 24(1), 3\u201315. https:\/\/doi.org\/10.1080\/07434610701390400 &nbsp; This study documented examined initiated voice-output communication aid (VOCA)-mediated turns of two children aged 7;11 and 14;10 years with cerebral palsy in interactions with their peers. &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/interaction-between-children-with-cerebral-palsy-and-their-peers-2-understanding-initiated-voca-mediated-turns\/\" aria-label=\"Read more about Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/interaction-between-children-with-cerebral-palsy-and-their-peers-1-organizing-and-understanding-voca-use\/\" rel=\"bookmark\" title=\"Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use.\">\n                                    Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use.<\/a>\n                                <\/h4>                            <p>Clarke, M., &amp; Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication, 23(4), 336\u2013348. https:\/\/doi.org\/10.1080\/07434610701390350 &nbsp; This study examined how VOCA use emerged of two children aged 7;11 and 10;8 years with cerebral palsy when interacting with their peers without disabilities. The &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/interaction-between-children-with-cerebral-palsy-and-their-peers-1-organizing-and-understanding-voca-use\/\" aria-label=\"Read more about Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/speaker-transfer-in-childrens-peer-conversation-completing-communication-aid-mediated-contributions\/\" rel=\"bookmark\" title=\"Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions.\">\n                                    Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions.<\/a>\n                                <\/h4>                            <p>Clarke, M., Bloch, S., &amp; Wilkinson, R. (2013). Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions. Augmentative and Alternative Communication, 29(1), 37\u201353. https:\/\/doi.org\/10.3109\/07434618.2013.767490 &nbsp; This study examined features of speaker transfer between a 11;7-year-old boy with CP using a voice-output communication aid (VOCA) and his peer without disabilities. The peer used questions and meta-interactional &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/speaker-transfer-in-childrens-peer-conversation-completing-communication-aid-mediated-contributions\/\" aria-label=\"Read more about Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/co-construction-asymmetry-and-multimodality-in-childrens-conversations\/\" rel=\"bookmark\" title=\"Co-construction, asymmetry and multimodality in children\u2019s conversations.\">\n                                    Co-construction, asymmetry and multimodality in children\u2019s conversations.<\/a>\n                                <\/h4>                            <p>Clarke, M. (2016). Co-construction, asymmetry and multimodality in children\u2019s conversations. In M. M. Smith &amp; J. Murray (Eds.), The silent partner? Language, interaction and aided communication (pp. 177\u2013198). J&amp;R Press. &nbsp; This chapter reviewed the body of research on quantitative as well as qualitative approaches to analysis of the face-to-face interaction research with children who &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/co-construction-asymmetry-and-multimodality-in-childrens-conversations\/\" aria-label=\"Read more about Co-construction, asymmetry and multimodality in children\u2019s conversations.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/conversational-interaction-between-children-using-communication-aids-and-their-peers\/\" rel=\"bookmark\" title=\"Conversational interaction between children using communication aids and their peers.\">\n                                    Conversational interaction between children using communication aids and their peers.<\/a>\n                                <\/h4>                            <p>Clarke, M. T. (2005). Conversational interaction between children using communication aids and their peers (Publication No. 27821301) [Doctoral dissertation, University College of London]. ProQuest Dissertations and Theses Global. &nbsp; This study examined three children with cerebral palsy aged 7;11 to 14;10 years who use voice output communication aides interacting with their speaking peers. Speaking peer &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/conversational-interaction-between-children-using-communication-aids-and-their-peers\/\" aria-label=\"Read more about Conversational interaction between children using communication aids and their peers.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/the-role-of-active-participation-in-interaction-for-children-who-use-augmentative-and-alternative-communication\/\" rel=\"bookmark\" title=\"The role of active participation in interaction for children who use augmentative and alternative communication.\">\n                                    The role of active participation in interaction for children who use augmentative and alternative communication.<\/a>\n                                <\/h4>                            <p>Sundqvist, A., Plejert, C., &amp; R\u00f6nnberg, J. (2010). The role of active participation in interaction for children who use augmentative and alternative communication. Communication &amp; Medicine, 7(2), 165\u2013175. https:\/\/doi.org\/10.1558\/cam.v7i2.165 &nbsp; This study examined interactional practices that facilitated and hindered the active participation of three children with cerebral palsy aged 7 to 12 years who use &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/the-role-of-active-participation-in-interaction-for-children-who-use-augmentative-and-alternative-communication\/\" aria-label=\"Read more about The role of active participation in interaction for children who use augmentative and alternative communication.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/exploring-interaction-between-a-non-speaking-boy-using-aided-aac-and-his-everyday-communication-partners-features-of-turn-organizing-and-turn-design\/\" rel=\"bookmark\" title=\"Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design.\">\n                                    Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design.<\/a>\n                                <\/h4>                            <p>Sigurd Pilesj\u00f6, M., &amp; Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design. Journal of Interactional Research in Communication Disorders, 2(2), 183\u2013213. https:\/\/doi.org\/10.1558\/jircd.v2i2.183 &nbsp; This study examined the interactions of an 8;6-year-old boy with cerebral palsy with his mother at &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/exploring-interaction-between-a-non-speaking-boy-using-aided-aac-and-his-everyday-communication-partners-features-of-turn-organizing-and-turn-design\/\" aria-label=\"Read more about Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/on-the-use-of-bodily-action-and-vocalizations-as-resources-and-methods-when-claiming-turns-in-aided-interaction\/\" rel=\"bookmark\" title=\"On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction.\">\n                                    On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction.<\/a>\n                                <\/h4>                            <p>Sigurd Pilesj\u00f6, M. (2013). On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction. In N. Nor\u00e9n, C. Samuelsson, &amp; C. Plejert (Eds.), Aided communication in everyday interaction (pp. 59\u201394). J&amp;R Press. &nbsp; This study examined the multimodal use of embodied and linguistic resources of an 8;6-year-old &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/on-the-use-of-bodily-action-and-vocalizations-as-resources-and-methods-when-claiming-turns-in-aided-interaction\/\" aria-label=\"Read more about On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/linguistic-and-temporal-resources-of-pre-stored-utterances-in-everyday-conversations\/\" rel=\"bookmark\" title=\"Linguistic and temporal resources of pre-stored utterances in everyday conversations.\">\n                                    Linguistic and temporal resources of pre-stored utterances in everyday conversations.<\/a>\n                                <\/h4>                            <p>Savolainen, I., Klippi, A., Tykkyl\u00e4inen, T., &amp; Launonen, K. (2020). Linguistic and temporal resources of pre-stored utterances in everyday conversations. Child Language Teaching and Therapy, 36(3), 195\u2013214. https:\/\/doi.org\/10.1177\/0265659020950388 &nbsp; This study examined the linguistic and temporal resources of pre-stored utterances that were used in co-construction between four school-aged aided communicators from age 7 to 18 &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/linguistic-and-temporal-resources-of-pre-stored-utterances-in-everyday-conversations\/\" aria-label=\"Read more about Linguistic and temporal resources of pre-stored utterances in everyday conversations.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-dialogical-approach-to-theory-of-mind-in-aided-and-non-aided-child-interaction\/\" rel=\"bookmark\" title=\"A dialogical approach to theory of mind in aided and non-aided child interaction.\">\n                                    A dialogical approach to theory of mind in aided and non-aided child interaction.<\/a>\n                                <\/h4>                            <p>Plejert, C., &amp; Sundqvist, A. (2013). A dialogical approach to theory of mind in aided and non-aided child interaction. In N. Nor\u00e9n, C. Samuelsson, &amp; C. Plejert (Eds.), Aided communication in everyday interaction (pp. 153\u2013188). J&amp;R Press. &nbsp; This study examined evidence of a dialogical view of theory of mind in the collaborative interactions of &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-dialogical-approach-to-theory-of-mind-in-aided-and-non-aided-child-interaction\/\" aria-label=\"Read more about A dialogical approach to theory of mind in aided and non-aided child interaction.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                \n                            <li class=\"media-listitem\">\n                                        <div class=\"media-body\">\n                        <div class=\"caption\">\n                            <h4 class=\"media-heading\" data-shouldbe=\"h4\">                                <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-comparison-between-the-use-of-two-speech-generating-devices-a-non-speaking-students-displayed-communicative-competence-and-agency-in-morning-meetings-in-a-compulsory-school-for-children-wi\/\" rel=\"bookmark\" title=\"A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.\">\n                                    A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.<\/a>\n                                <\/h4>                            <p>Tegler, H., &amp; Pilesj\u00f6, M. S. (2023). A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities. Child Language Teaching and Therapy, 39(2), 175\u2013194. https:\/\/doi.org\/10.1177\/02656590231174604 This ethnomethodological multi-modal conversation analysis study examined the communicative competence &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-comparison-between-the-use-of-two-speech-generating-devices-a-non-speaking-students-displayed-communicative-competence-and-agency-in-morning-meetings-in-a-compulsory-school-for-children-wi\/\" aria-label=\"Read more about A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.\">Read more<\/a><\/p>\n                        <\/div>\n                    <\/div>\n                <\/li>\n                                <\/ul>\n    \n","protected":false},"excerpt":{"rendered":"<p>Peer<\/p>\n","protected":false},"author":1981,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-3712","page","type-page","status-publish","hentry","odd"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.8 - 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