Browse recent publications that have been authored or co-authored by DFI-affiliated researchers. 

2026:

• The Architecture of Academic Overproduction: Toward Post-AI Scholarship

  Lang, C., Moffett, C., & Vasudevan, L. (2026). The architecture of academic overproduction: Toward post-AI scholarship. In L. Hagedorn, U. Schmid, S. Winter, & S. Woltran (Eds.), Digital Humanism. DIGHUM 2025. Lecture Notes in Computer Science, vol. 16319. Springer, Cham. 
  https://doi.org/10.1007/978-3-032-11108-1_36

• Storying identity as curricular practice: The multimodal resonances of play and writing. Yoon, H. S. (2026). Storying identity as curricular practice: The multimodal resonances of play and writing. In G. Y. Kang & S. M. Kline (Eds.), Writing Reimagined: Bridging Critical Theories and Pedagogical Practices in Elementary Classrooms (1st ed.). Bloomsbury.

2025:

• Who’s Responsible and How? AI in Higher Education
  Chang, Y. K., Gorski, K., & Mesiya, Z. Z. (2025). Who’s responsible and how? AI in higher education. The Journal of Applied Instructional Design, 14(2).
  https://doi.org/10.59668/2222.21507
• Making Processes Visible in Distributed Maker Communities
  Danzig, B., Correa, I., & Holbert, N. (2025). Making processes visible in distributed maker communities. In A. Rajala,  A. Cortez, R. Hofmann, A. Jornet, H. Lotz-Sisitka, & L.  Markauskaite (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025, 3203-3205.
  https://doi.org/10.22318/icls2025.891328
• Supporting Constructionist Maker Environments with Multimodal AI
  Danzig, B., Semprun, E., Holbert, N., Voorhis, J. K., & Correa, I. (2025). Supporting constructionist maker environments with multimodal AI. Constructionism Conference Proceedings, 8, 535-537.
  https://doi.org/10.21240/constr/2025/110.X
• Expressive Citizenship: Youth, Social Media, and Democracy
  Kligler-Vilenchik, N., & Literat, I. (2025). Expressive citizenship: Youth, social media, and democracy. Journal of Children and Media, 19(1), 46–52.
  https://doi.org/10.1080/17482798.2024.2438680
• Saving a picture forever”: Documenting and curating “truthful” images at school.
  Llerena, C. L., & Yoon, H. S. (2025). “Saving a picture forever”: Documenting and curating “truthful” images at school. Anthropology & Education Quarterly, 56(1), e12534. 
  https://doi.org/10.1111/aeq.12534
  
• Finding a Place for Play in School: Risk, Ambiguity, and Resistance
  Moffett, C., & Tam, E. (2025). Finding a place for play in school: Risk, ambiguity, and resistance. In C. E. Furman & T. de Rezende Rocha (Eds.), Teachers and Philosophy: Essays on the Contact Zone. State University of New York Press.
• Visualizing Asian American identities: Connecting cultural roots to otherwise possibilities through collaging.
  Stahl, C. C., & Yoon, H. S. (2025). Visualizing Asian American identities: Connecting cultural roots to otherwise possibilities through collaging. In A. M. Wiseman, M. Cappello, & J. D. Turner (Eds.), Critical Visual Methods to Advance Racial Justice in Educational Research (1st ed., pp. 109-124). Routledge.

2024:

• Editorial Multimodality and Society
  Adami, E., Archer, A., Björkvall, A., Gualberto, C., Jewitt, C., Vasudevan, L., & Lim, F. V. (2024). Editorial multimodality and society. Multimodality & Society, 4(1), 3-10.
  https://doi.org/10.1177/26349795231223189
• TikTok as a Lens into Teacher Attrition: Perspectives from #teacherquittok

  Barber, C., & Literat, I. (2024). TikTok as a lens into teacher attrition: Perspectives from #teacherquittok. English Teaching: Practice & Critique, 23(3), 301–316.
  https://doi.org/10.1108/ETPC-05-2023-0049

• A Framework for Inclusive Game-Based Learning Design, Illustrated Through the Development of a Media Literacy Game
  Chang, Y. K., Literat, I., Song, X., Li, X., Meng, X., & Lei, Y. (2024). A framework for inclusive game-based learning design, illustrated through the development of a media literacy game. In R. Lindgren,  T. I. Asino,   E. A. Kyza,  C. K. Looi,  D. T. Keifert,  & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024, 2105-2106.
  https://doi.org/10.22318/icls2024.708210
• Connected Spaces: Facilitating Students’ Visibility and Distributed Learning
  Correa, I., & Holbert, N. (2024, November 8). Connected spaces: Facilitating students’ visibility and distributed learning. SSRN.
  https://ssrn.com/abstract=5013803
  
• Commerce Meets Activism: #StopMenstrualShaming and the Dynamics of Feminist Advocacy on Xiaohongshu
  Gu, Y., Yang, Y., Saiyinjiya, A., Wu, W., Chen, Q., Chen, S., & Literat, I. (2024). Commerce meets activism: #StopMenstrualShaming and the dynamics of feminist advocacy on Xiaohongshu. International Journal of Communication, 18(22). 
• Not Your Parents’ Politics: Understanding Young People’s Political Expression on Social Media
  Kligler-Vilenchik, N., & Literat, I. (2024). Not Your Parents’ Politics: Understanding Young People's Political Expression on Social Media. Oxford University Press.
• A Plurality of Measures: From Scale to Modality: Mapping Changes in Assessment and Its Implications for Learning Analytics
  Lang, C., Vasudevan, L., & Jaffer, R. (2024). A plurality of measures: From scale to modality: Mapping changes in assessment and its implications for learning analytics. In: M. Sahin, & D. Ifenthaler (Eds.), Advances in Analytics for Learning and Teaching. Springer, Cham.
  https://doi.org/10.1007/978-3-031-56365-2_7
• Short Videos, Big Impact: How Chinese Youth Perceive and Engage with News on Short Video Platforms
  Lei, Y., Meng, X., Huang, X., Li, J., Jiang, Y., Yu, Y., & Literat, I. (2024). Short videos, big impact: How Chinese youth perceive and engage with news on short video platforms. Global Media and China.
  https://doi.org/10.1177/20594364241298055
• “Saving a Picture Forever”: Documenting and Curating “Truthful” Images at School
  Llerena, C. L. & Yoon, H. S. (2024). “Saving a picture forever”: Documenting and curating “truthful” images at school. Anthropology & Education Quarterly, 56(1).
  https://doi.org/10.1111/aeq.12534
• Failure Stories and Surprising Findings: Learning from When VR Did Not Work
  Li, X., & Lee, J. J. (2024). Failure stories and surprising findings: Learning from when VR did not work. In  M. L. Bourguet, , J. M. Krüger, , D. Pedrosa, A. Dengel,  A. Peña-Rios, & J. Richter (Eds.), Communications in Computer and Information Science, 1904, Springer, Cham.
  https://doi.org/10.1007/978-3-031-47328-9_2
• The Mess in the Middle: Portraying the Unrecorded Purposeful Labors of Care that Emerge Throughout Multimodal Ethnographic Methods and Researcher Peer Support
  Newhouse, K. S., Stahl, C. Y. C, Gottesman-Solomon, S. ,Oliver, K. M., & Von Joo, L. (2024). “The mess in the middle: Portraying the unrecorded purposeful labors of care that emerge throughout multimodal ethnographic methods and researcher peer support.” Anthropology & Education Quarterly, 55(1), 98–109.
  https://doi.org/10.1111/aeq.12480
• Good Practices in the Co-Production of Knowledge: Working Well Together in Environmental Change Research
  Petriello, M. A., Aini, J., Amepou, Y., Anthony, K., Avrami, E. C., Badaki, O., et al. (2024, October 21). Good practices in the co-production of knowledge: Working well together in environmental change research. Columbia Academic Commons. Center for Science and Society & Lamont-Doherty Earth Observatory, Columbia University.
  https://doi.org/10.7916/1h4j-2204
• Twisted Knowledge Construction on X/Twitter: An Analysis of Constructivist Sensemaking on Social Media Leading to Political Radicalization
  Russo, R., Blikstein, P., & Literat, I. (2024). Twisted knowledge construction on X/Twitter: An analysis of constructivist sensemaking on social media leading to political radicalization. Information and Learning Sciences, 125(9) 693–719.
• How Do We Grow a Biodesigner?
  Vijayakumar, V., Cogdell, C., Correa, I., Dade-Robertson, M., Danies, G., Edens, S., Forlano, L., George, J., Grushkin, D., Holbert, N., … Walker, J. (2024). How do we grow a Biodesigner? Research Directions: Biotechnology Design, 2, e2.
  https://doi.org/10.1017/btd.2024.1
• Redefining learning and development at the nexus of home, school, and community: When children’s cultural knowledge comes to school. Yoon, H. S. (2024, October). Redefining learning and development at the nexus of home, school, and community: When children’s cultural knowledge comes to school. The Educational Forum, 88(4), 385-399. https://doi.org/10.1080/00131725.2024.2383125

2023:

• Mapping the Information Landscapes of Sudanese Youth: Implications for Media Literacy Education
  Abdelbagi, A., & Literat, I. (2023). Mapping the information landscapes of Sudanese youth: Implications for media literacy education. International Journal of Communication, 17, 4755-4777.
• Seeds of the Diaspora: Using Creative and Collaborative Writing to Explore Critical Food Literacies with Black Youth
  Badaki, O. (2023). Seeds of the Diaspora: Using creative and collaborative writing to explore critical food literacies with Black youth. In E. E. Schell, D. Winslow, & P. Shrestha (Eds.), Food Justice Activism and Pedagogies: Literacies and Rhetorics for Transforming Food Systems in Local and Transnational Contexts (pp. 85-108). Lexington Books. 
• Using Hierarchical Linear Growth Modeling to Identify Longitudinally Outperforming School Districts in the United States, 2009-2013
  Bowers, A. J., & Monroe, E. C. (2023). Using hierarchical linear growth modeling to identify longitudinally outperforming school districts in the United States, 2009-2013. Leadership and Policy in Schools, 22(2), 438-462.
  https://doi.org/10.1080/15700763.2021.1977330
• Critical Media Literacy in the Times of Subjective Online Media Consumption
  Chang, Y. K., Lei, S. S., & Zhou, X. G. (2023). Critical media literacy in the times of subjective online media consumption. heiEducation Journal, 10, 51-72 
• Productive Designs for Successful Failure - Constructionist Perspectives on Supporting Personally Meaningful and Culturally Empowered Learning and Teaching
  Holbert, N., Correa, I., & Danzig, B., Zikovitz, D., Blikstein, P., et al. (2023). Productive designs for successful failure:  Constructionist perspectives on aupporting personally meaningful and culturally empowered learning and yeaching. Proceedings of Constructionism/ FABLEARN 2023, Carnegie Mellon University.
• Interactive Tools for Distributed Community Building and Collaboration in Maker Education
  Holbert, N., Correa, I., & Danzig, B. (2023). Interactive tools for distributed community building and collaboration in maker education. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023,  347-355.
• TikTok as a Key Platform for Youth Political Expression: Reflecting on the Opportunities and Stakes Involved
  Literat, I., & Kligler-Vilenchik, N. (2023). TikTok as a key platform for youth political expression: Reflecting on the opportunities and stakes involved. Social Media + Society: Special issue on TikTok and activism. https://doi.org/10.1177/20563051231157595
• AverageYetConfident Men: Chinese Stand-up Comedy and Feminist Discourse on Douyin
  Meng, X., & Literat, I. (2023). #AverageYetConfidentMen: Chinese stand-up comedy and feminist discourse on Douyin. Feminist Media Studies, 24(8), 1914–1930.  
• Work-in-Progress—VR Implementation in Classrooms: A TPACK Perspective
  Saito, K., & Lee, J. J. (2023). Work-in-Progress–VR Implementation in classrooms: A TPACK perspective. Immersive Learning Research - Academic, 1(2), 17-23.
  https://doi.org/10.56198/ZH3JOHA64

2022:

• Youth Exposure to Endemic Community Gun Violence: A Systematic Review
  Bancalari, P., Sommer, M., & Rajan, S. (2022). Youth exposure to endemic community gun violence: A systematic review. Adolescent Research Review, 7(3), 1-35.
  https://doi.org/10.1007/s40894-022-00178-5
• Towards Hierarchical Cluster Analysis Heatmaps as Visual Data Analysis of Entire Student Cohort Longitudinal Trajectories and Outcomes from Grade 9 to College
  Bowers, A. J., Zhao, Y., & Ho, E. (2022). Towards hierarchical cluster analysis heatmaps as visual data analysis of entire student cohort longitudinal trajectories and outcomes from grade 9 through college. The High School Journal, 106(1), 5-36. 
• Mapping 16 Equity Indicators to the New York City Schools Public Datasets: Access, Opportunity, and Outcomes
  Bowers, A. J., Choi, Y., Shi, H., Sun, F., Sun, H., Williams, J., & Weeks, S. (2022). Mapping 16 Equity Indicators to the New York City Schools Public Datasets: Access, Opportunity, and Outcomes. Columbia Academic Commons.
  https://doi.org/10.7916/a143-aq05
• Identifying a Typology of New York City Schools Through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis
  Duff, M., & Bowers, A. J. (2022). Identifying a typology of New York City schools through teacher perceptions of organizational capacity: A latent class analysis. Leadership and Policy in Schools, 21(4), 791-815. 

• Racial Disparities in Child Exposure to Neighborhood Firearm Violence Before and During the COVID-19 Pandemic
  Martin, R., Rajan, S., Shareef, F., Xie, K., Allen, K., Zimmerman, M., & Jay, J. (2022). Racial disparities in child exposure to neighborhood firearm violence before and during the COVID-19 pandemic. American Journal of Preventive Medicine, 63(2), 204-212.
  https://doi.org/10.1016/j.amepre.2022.02.007

• Review of the book Spirit Tech: The Brave New World of Consciousness Hacking and Enlightenment Engineering, by W. J. Wildman & K. J. Stockly
  Oliver, K. M. (2022). Book Review: Wesley J. Wildman and Kate J. Stockly, Spirit Tech: The Brave New World of Consciousness Hacking and Enlightenment Engineering. Anglican Theological Review, 105(1), 118-119.
  https://doi.org/10.1177/00033286221146763

• Intentional Gun Violence in K-12 schools: Moving Towards a Preventive (Versus Reactive) Framework
  Rajan, S., Reeping, P. M., Ladhani, Z., Vasudevan, L. M., & Branas, C. C. (2022). Intentional gun violence in K-12 schools: Moving towards a preventive (versus reactive) framework. Preventive Medicine, , 165(Part A),
  https://doi.org/10.1016/j.ypmed.2022.107280

• State Firearm Laws, Gun Ownership, and K-12 School Shootings:
  Reeping, P. M., Klarevas, L. J., Rajan, S., Rowhani-Rahbar, A., Heinze, J., Zeoli, A. M., Goyal, M. K., Zimmerman, M., & Branas, C. C. (2022). State gun laws, gun ownership, and K-12 school shootings: Implications for school safety. Journal of School Violence, 21(2), 132-146.
  https://doi.org/10.1080/15388220.2021.2018332