MASCLab Publications

Email masclab@tc.columbia.edu if you have difficulty accessing any of the below.

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• Stahl, C.C., & Literat, I. (2022). #GenZ on TikTok: The collective online self-portrait of the social media generation. Journal of Youth Studies. https://doi.org/10.1080/13676261.2022.2053671

• Literat, I. (2021). On research and hope, in an America aflame: Sketching youth civic futures as a mother and a researcher. Journal of Children and Media 15(1), 109-111. 

• Literat, I. (2021). “Teachers act like we’re robots”: TikTok as a window into youth experiences of online learning during COVID-19. AERA Open 7(1). https://doi.org/10.1177/2332858421995537 

• Literat, I., Chang, Y.K., Eisman, J., & Gardner, J. (2021). LAMBOOZLED!: The design and development of a game-based approach to news literacy education. Journal of Media Literacy Education, 13(1), 56-66. https://doi.org/10.23860/JMLE-2021-13-1-5. 

• Literat, I., Abdelbagi, A., Law, N.Y.L., Cheung, M. Y-Y., & Tang, R. (2021). Likes, sarcasm and politics: Youth responses to a platform-initiated media literacy campaign on social media. Harvard Kennedy School (HKS) Misinformation Review. https://doi.org/10.37016/mr-2020-67 

• Literat, I. (2021). Memes in the time of corona: An autoethnographic visual essay on memes as relational resources during the COVID-19 pandemic. Visual Studies, https://doi.org/10.1080/1472586X.2021.1911678.

• Kerr, K., Newhouse, K., Vasudevan, L. (2020). Participatory, multimodal ethnography with youth. In A. Ali and T. McCarty (Eds.), Critical youth research in education: Methodologies and praxis. New York: Routledge.

• Liou, A.L., & Literat, I. (2020). “We need you to listen to us”: Youth activist perspectives on intergenerational dynamics and adult solidarity in youth movements. International Journal of Communication 14, 4662-4682. 

• Literat, I., & Markus, S. (2020). ‘Crafting a way forward’: Online participation, craftivism and civic engagement in Ravelry’s Pussyhat Project group. Information, Communication & Society, 23(10), 1411-1426.

• Brough, M., Literat, I., & Ikin, A. (2020). “Good social media?”: Underrepresented youth perspectives on the ethical and equitable design of social media platforms. Social Media + Society 6(2), doi: 10.1177/2056305120928488. 

• Literat, I., Chang, Y.K., & Hsu, S.-Y. (2020). Gamifying fake news: Engaging youth in the participatory design of news literacy games. Convergence: The International Journal of Research into New Media Technologies 26(3), 506-516. 

• Chang, Y.K., Literat, I., Price, C., Eisman, J., Gardner, J., Chapman, A., & Truss, A. (2020). News literacy education in a polarized political climate: How games can teach youth to spot misinformation. Harvard Kennedy School (HKS) Misinformation Review, https://doi.org/10.37016/mr-2020-020.

• Oliver, K. M., Williams-Duncan, S., & Kimball, E. M. (2020). Digital literacies for ministry: A qualitative study of theological educators preparing students for new media engagement. Ecclesial Practices, 7(1), 117–137.

• Riina-Ferrie, J. (2020). Youth media and YPAR: Affect and learning to research together with mediamaking, Review of Education, Pedagogy, and Cultural Studies, 42(5), 384-408, DOI: 10.1080/10714413.2020.1863704

• Williams-Duncan, S., & Oliver, K. M. (2020). Reassessing Embodiment and Its Role in Developing Digital Literacies for Ministry. In H. A. Campbell (Ed.), The Distanced Church: Reflections on Doing Church Online (pp. 86–90). College Station, TX: Digital Religion Publications.

• Oliver, K. M. & Williams-Duncan, S. (2019). Faith leaders developing digital literacies: Demands and resources across career stages according to theological educators. Journal of Media Literacy Education, 11(2), 122-145.

• Vasudevan, L. & Riina-Ferrie, J. (2019). Collaborative Filmmaking and Affective Traces of Belonging. British Journal of Educational Technology.

• Streim, N., Lowes, S., Herbert-Wasson, E., Colón, Y.C., Vasudevan, L., Ahn, J., Sung, W. (2019) Developing Elementary Students’ Problem Solving, Critical Thinking, Creativity, and Collaboration Through a University-School Partnership. In R.M. Reardon & J. Leonard (Eds.), Integrating Digital Technology in Education. Charlotte, NC: Information Age Publishing.

• Oliver, K., & Kimball, L. (2019). Digital media for ministry: Key concepts and core convictions. In M. Percy, I. Markham, E. Percy, & F. Po (Eds.), The study of ministry: A comprehensive survey of theory and best practice (pp. 217–232). London, UK: SPCK.

• Oliver, K., & Kimball, L. (2019). Digital media for ministry: portraits, practices and potential. In M. Percy, I. Markham, E. Percy, & F. Po (Eds.), The study of ministry: A comprehensive survey of theory and best practice (pp. 233–249). London, UK: SPCK.

• Oliver, K. M. (2019). Networked religion meets digital geographies: Pedagogical principles for exploring new spaces and roles in the seminary classroom. Teaching Theology & Religion, 22(1), 3-15

• Literat, I. & Kligler-Vilenchik, N. (2018). Youth online political expression in non-political spaces: Implications for civic education. Learning, Media & Technology. First published online: August 1.

• Vasudevan, L., Rodriguez Kerr, K., & Salazar Gallardo, C. (2018). Digital youth and educational justice. In K. Mills, A. Stornaiuolo, A. Smith, & J. Zacher Pandya (Eds.), Routledge handbook of digital writing and literacies in education (pp. 263-274). London: Routledge.

• Literat, I., Kligler-Vilenchik, N., Brough, M., & Blum-Ross, A. (2018). Analyzing youth digital participation: Aims, actors, contexts, and intensities. The Information Society, 34(4), 261-273.

• Kligler-Vilenchik, N. & Literat, I. (2018). Distributed creativity as political expression: Youth responses to the 2016 U.S. Presidential Election in online affinity networks. Journal of Communication 68(1), 75-97.

• Oliver, K. M. (2018). “Seeing” the sacred landscape: A digital geographies approach to contextualizing ancient sites in religious education. In J. Hilton (Ed.), Teaching religion using technology in higher education (pp. 57–76). New York, NY: Routledge.

• Literat, I., Conover, A., Herbert-Wasson, E., Page, K.K., Riina-Ferrie, J., Stephens, R., Thanapornsangsuth S., & Vasudevan, L. (2017). Toward multimodal inquiry: Opportunities, challenges and implications of multimodality for research and scholarship. Higher Education Research & Development. First published online: Oct. 16.

• Rajan, S., Vasudevan, L., Ruggles, K., Brown, B., & Verdeli, H. (2017). Firearms in K-12 Schools: What is the Responsibility of the Education Community? Teachers College Record, Date Published: October 05, 2017 http://www.tcrecord.org ID Number: 22187

• Vasudevan, L., Rodriguez Kerr, K., Conley, T., & Riina-Ferrie, J. (2015). Postmodernism and literacy studies. In K. Pahl & J. Rowsell (Eds.), The Routledge handbook of literacy studies (pp. 205-217). London: Routledge.

• Vasudevan, L. (2015). Multimodal play and adolescents: Notes on noticing laughter. Journal of Language and Literacy Education, 11(1), 1-12.

• Vasudevan, L., Rodriguez Kerr, K., Hibbert, M., Fernandez, E., & Park, A. (2014). Cosmopolitan Literacies of Belonging in an After-school Program With Court-Involved Youths. Journal of Adolescent and Adult Literacy. 57(7), 538-548.

• Vasudevan, L. (2014). Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth. Curriculum Inquiry, 44(1), 45-67.

• Vasudevan, L. & DeJaynes, T. (Eds.) (2013). Arts, media, and justice: Multimodal explorations with youth. New York: Peter Lang.

• Johnson, E. & Vasudevan, L. (2012). Seeing and hearing students’ lived and embodied critical literacy practices. Theory into Practice, 51(1), 34-41.

• Vasudevan, L., Stageman, D., Rodriguez, K., Fernandez, E., & Dattatreyan, E. (2010). Authoring new narratives with youth at the intersection of the arts and justice. Perspectives on Urban Education, 7(1), 54-65.

• Hill, M.L. & Vasudevan, L. (Eds.) (2008). Media, Learning, and Sites of Possibility. New York: Peter Lang.