This bibliography includes basic works on cultural-historical activity theory, sociocultural psychology, and learning in communities of practice. Listings that explicitly discuss the Fifth Dimension in theoretical perspective are followed by *.

• Chaiklin, S. & Lave, J. (Eds.) (1996). Understanding practice: Perspectives on activity and context. New York: Cambridge University Press.

• Chaiklin, S., Hedegaard, M., & Jensen, U. J., (Eds.). (2000). Activity theory and social practice. Oxford: Aarhus University Press.
  

• Cole, M. (1995). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 187-214). New York: Cambridge University Press. *
  

• Cole, M. (1995). Cultural-historical psychology: A meso-genetic approach. In L. M. W. Martin, K. Nelson, & E. Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 168-204). New York: Cambridge University Press. *
  

• Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.*
  

• Cole, M. (1999). Cultural psychology: Some general principles and a concrete example. In Y. Engeström, R. Miettinen, & R-L. Punamäki (Eds.), Perspectives on activity theory (pp. 87-106). New York: Cambridge University Press. *
  

• Cole, M. & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-43). New York: Cambridge University Press. *
  

• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.
  

• Engeström, Y., Miettinen, R. & Punamäki, R-L. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.
  

• Griffin, P. & Cole, M. (1984). Current activity for the future: The zo-ped. In B. Rogoff & J. Wertsch (Eds.) Children's learning in the "zone of proximal development. New Directions for Child Development no. 23 (pp. 45-63). San Francisco: Jossey-Bass. *

• Jonassen, D. H. & Land, S. M. (Eds). (2000). Theoretical foundations of learning environments. Mahwah, NJ: Erlbaum.

• Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.
  

• Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  

• Leont'ev, A. N. (1974) The problem of activity in psychology, Soviet Psychology, 13 (2): 4-33.
  

• Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
  

• Leont'ev, A. N. (1981). Problems of the development of the mind. Moscow: Progress.
  

• Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.
  

• Luria, A. R. (1979). The making of mind: A personal account of Soviet psychology. Cambridge, MA: Harvard University Press.

• Newman, D., Griffin, P., and Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.

• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

• Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press.

• Rogoff, B., Turkanis, C. G., & Bartlett, L. (Eds.) (2001). Learning together: Children and adults in a school community. New York: Oxford University Press.

• Tuomi-Gröhn, T & Engeström, Y. (2003). Between school and work: New Perspectives on transfer and boundary-crossing. Amsterdam: Pergamon.
  

• Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
  

• Vygotsky, L. S. (1987). Thinking and speech. New York: Plenum. (Original work published in 1934.)

• Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. New York: Cambrige University Press.
  

• Wenger, E. (1998). Communities of practice: Learning meaning, and identity. New York: Cambridge University Press.

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