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Recent publications

Recent Publications

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

2026:

  • 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. 

  • 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:


  • 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).

  • 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.

  • 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.

  • Kligler-Vilenchik, N., & Literat, I. (2025). Expressive citizenship: Youth, social media, and democracy. Journal of Children and Media, 19(1), 46–52.

  • Llerena, C. L., & Yoon, H. S. (2025). “Saving a picture forever”: Documenting and curating “truthful” images at school. Anthropology & Education Quarterly, 56(1), e12534. 


  • 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:


  • 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.

  • Barber, C., & Literat, I. (2024). TikTok as a lens into teacher attrition: Perspectives from #teacherquittok. English Teaching: Practice & Critique, 23(3), 301–316.


  • 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.

  • Correa, I., & Holbert, N. (2024, November 8). Connected spaces: Facilitating students’ visibility and distributed learning. SSRN.


  • 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). 

  • Kligler-Vilenchik, N., & Literat, I. (2024). Not Your Parents’ Politics: Understanding Young People's Political Expression on Social Media. Oxford University Press.

  • 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.

  • 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.

  • 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.

  • Llerena, C. L. & Yoon, H. S. (2024). “Saving a picture forever”: Documenting and curating “truthful” images at school. Anthropology & Education Quarterly, 56(1).

  • 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.

  • 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.

  • 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.

  • 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.

  • 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. 

2023:


  • Abdelbagi, A., & Literat, I. (2023). Mapping the information landscapes of Sudanese youth: Implications for media literacy education. International Journal of Communication, 17, 4755-4777.

  • 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. 

  • 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.

  • 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 

  • 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.

  • Holbert, N., Correa, I., & Danzig, B. (2023). Interactive tools for distributed community building and collaboration in maker education. In C. Dams苔a, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023,  347-355.

  • 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.

  • Meng, X., & Literat, I. (2023). #AverageYetConfidentMen: Chinese stand-up comedy and feminist discourse on Douyin. Feminist Media Studies, 24(8), 1914–1930.  

  • Saito, K., & Lee, J. J. (2023). Work-in-Progress–VR Implementation in classrooms: A TPACK perspective. Immersive Learning Research - Academic, 1(2), 17-23.

2022:


  • Bancalari, P., Sommer, M., & Rajan, S. (2022). Youth exposure to endemic community gun violence: A systematic review. Adolescent Research Review, 7(3), 1-35.

  • 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. 

  • 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.

  • 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. 

  • 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.

  • 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.

  • 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),

  • 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.
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