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Engeström, Y. & Sannino, A. (2021). Des actions de travail aux coalitions hétérogènes: Quatre générations d’études théoriques de l’activité de travail [From work actions to heterogeneous coalitions: Four generations of theoretical studies on work activities]. In M.-A. Dujarier, A. Gillet, & P. Lénel (Eds.), L'activité en théories: Regards croisés sur le travail (pp. 241-251). Paris: Octares (in French).
Engeström, Y. & Sannino, A. (2021). From mediated actions to heterogeneous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4-23. DOI: 10.1080/10749039.2020.1806328
Haapasaari, A., Engeström, Y. & Kerosuo, H. (2018). From initiatives to employee-driven innovations. European Journal of Innovation Management, 21(2), 206-226.
Jokinen, E., Moberg, J., Sannino, A., Engeström, Y., Kerosuo, A. (2022). Yhteisen ammatillisen toimijuuden kehittyminen Asunto ensin -työssä TADS-prosessina. Kasvatus, 53(1), 86-94.
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Kerosuo, H., & Jokinen, E. (2023). Transformative Agency and the Cultivation of Innovations in Frontline Homelessness Work. In N. Hopwood & A. Sannino (Eds.), Agency and Transformation: Motives, Mediation, and Motion (pp.311-335). Cambridge: Cambridge University Press.
Kerosuo, H. (2017). Transformative agency and the development of knotworking in building design. In M. Goller & S. Paloniemi (Eds.), Agency at work (pp. 331-350). Gewerbestrasse: Springer.
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Kerosuo, H., Mäki, T. & Korpela, J. (2015). Knotworking and visibilization of learning in inter-organizational collaboration of designers in building design. Journal of Workplace Learning, 27(2), 128-141.
Ko, D., Bal, A., Bird Bear, A., Sannino, A. & Engeström, Y. (2021). Transformative agency for Justice: Addressing racial disparity of school discipline with the indigenous learning lab. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2021.1969903
Laitinen, A., Sannino, A., & Engeström, Y. (2017). From controlled experiments to formative interventions in studies of agency: Methodological considerations. Educação, 39, 14-23.
Lund, V. & Kerosuo, H. (2019). Reciprocal development of the object of common space and the emergence of collective agency in residents’ workshops. Learning, Culture and Social Interaction, 22, 100327. https://doi.org/10.1016/j.lcsi.2019.100327
Morselli, D. & Sannino, A. (2021). Testing the model of double stimulation in a Change Laboratory. Teaching and Teacher Education, 97, 1-8. DOI: https://doi.org/10.1016/j.tate.2020.103224
Mäki, T., Kerosuo, H. & Koskenvesa, A. (2019). This has been a real uphill battle... Three organisations for the adoption of Last Planner System. Canadian Journal of Civil Engineering. Published on the web August 29, 2019 as Just-IN article.
Prokopis, D., Sannino, A. & Mykkänen, A. (2022). Toward a new beginning: Exploring the instructional dynamics of expansive learning with workers in a youth supported housing unit. Journal of Workplace Learning, 34(7), 628-642.
Sannino, A. (2023). Toward a power-sensitive conceptualization of transformative agency. In N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion (pp.35-55). Cambridge: Cambridge University Press.
Sannino, A. & Engeström, Y. (2023). In search of an experiment: From Vygotsky to Lewin and Dembo and back to the future. In P. Marsico & L. Tateo (Eds.), Humanity in psychology: The intellectual legacy of Pina Boggi Cavallo (pp. 159–177). Cham: Springer.
Sannino, A. (2023). Problem identification in Change Laboratories: Workplace learning to eradicate homelessness. In H. Bound, A. Edwards, K. Evans & A. Chia (Eds), Workplace learning for changing social and economic circumstances (pp. 201-218). London: Routledge.
Sannino, A. (2023). Cultural-historical activity theory and dialectics for a transformative agency agenda in higher education: The example of a formative intervention on academic dishonesty. In R. Pillay, S. Mkwananzi & S. Moonsamy (Eds.), Transforming teaching and learning experiences for helping professions in higher education (pp. 9-31). London: Brill.
Sannino, A. (2023). Tutkijoiden monet roolit Muutoslaboratoriossa. [The multiple roles of researchers in the Change Laboratory]. Kasvatus, 54(3), 253-270 (in Finnish).
Sannino, A., Engeström, Y. & Jokinen, E. (2021). Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland. British Journal of Educational Technology, 52, 1612–1628. DOI: 10.1111/bjet.13117
Sannino, A. (2020). Transformative agency as warping: How collectives accomplish change amidst uncertainty. Pedagogy, Culture & Society. DOI: 10.1080/14681366.2020.1805493
Sannino, A. (2020). Enacting the utopia of eradicating homelessness: Toward a new generation of activity-theoretical studies of learning. Studies in Continuing Education. http://dx.doi.org/10.1080/0158037X.2020.1725459
Sannino, A. & Engeström, Y. (2018). Cultural-historical activity theory: Founding insights and new challenges. Cultural-Historical Psychology, 14(3), 43-56.
Sannino, A. (2018). Counteracting the stigma of homelessness: The Finnish Housing First strategy as educational work. Educação, 41(3), p. 385-392.
Sannino, A. & Engeström, Y. (2018). Valuable innovations out of "nonsense?" Expansive organizational learning and transformative agency in the Mann Gulch disaster and in the Finnish homelessness strategy. Teoria e Prática em Administracão, 8(2), 60-79.
Sannino, A. & Engeström, Y. (2017). Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 80-96.
Sannino, A., Engeström, Y., & Lahikainen, J. (2016a). The dialectics of authoring expansive learning: Tracing the long tail of a Change Laboratory. Journal of Workplace Learning, 28(4), 245-262.
Sannino, A., Engeström, Y., & Lemos, M. (2016b). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.
Sannino, A. (Ed.) (2015a). The emergence of transformative agency and double stimulation. Special issue of Learning, Culture, and Social Interaction, 4.
Sannino, A. (2015b). The principle of double stimulation: A path to volitional action. Learning, Culture, and Social Interaction, 6, 1-15.
Sannino, A. & Ellis, V. (Eds.) (2013). Learning and collective creativity. New York: Routledge.
Sannino, A. (2010). Teachers’ talk of experiencing: Conflict, resistance and agency. Teaching and Teacher Education, 26, 838-844.
Sannino, A., Daniels, H. & Gutierrez, K. (Eds.) (2009). Learning and expanding with activity theory. Cambridge: Cambridge University Press.
Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234-257.
