Publications

Proctor, C., Steilen, K., Cipollone, K., Monreal, T., Schindel, A., Cullen, A., Mioducki, K., & Small, S. (2026). Designing a University-Assisted Community School: Figuring Organizational Change through Personal Relationships. Universities and Community Schools, 12(1), 61–72.

Proctor, C. & Bhatt, V. (2026). Declarative narrative: New interfaces for AI-supported writing. Proceedings of the 2026 International Society of the Learning Sciences Annual Meeting.

Proctor, C., Paljor, Y., & Bhatt, V. (2025 , June). Permeable media: A design strategy for Constructionist software. Constructionism Conference Proceedings, 8, 239–248. doi:10.21240/constr/2025/51.X

Proctor, C. & Rish, R. (2025). DeHart, J. D., Abas, S., Mora, R. A., & Pyles, D. G. (Eds.). The Song Need Not Remain the Same: AI Literacies in the Lives of Youth. Reimagining Literacy in the Age of AI: Theory and Practice (pp. 135–151). CRC Press.

Kafai, Y. B., Proctor, C., Cai, S., Castro, F., Delaney, V., DesPortes, K., Hoadley, C., Lee, V. R., Long, D., Magerko, B., Roberts, J., Shapiro, B. R., Tseng, T., Zhong, V., & Rosé, C. P. (2024 , June). What Does it Mean to be Literate in the Time of AI? Different Perspectives on Learning and Teaching AI Literacies in K-12 Education. 18th International Conference of the Learning Sciences (ICLS) 2024 (pp. 1856–1862). doi:10.22318/icls2024.875203

Proctor, C. (2023). Tierney, R. J., Rizvi, F., & Ercikan, K. (Eds.). Computational thinking. International Encyclopedia of Education (Fourth Edition) (pp. 88–95). Elsevier.

Wolf, J., Han, J., Proctor, C., Brown, E., Pang, J., & Blikstein, P. (2023 , October). “Growing as a Person”: Authoring Identity Across Formal CS Education and Everyday Computing Contexts. 17th International Conference of the Learning Sciences (ICLS) 2023 (pp. 1533–1536). doi:10.22318/icls2023.958525

Kafai, Y. B. & Proctor, C. (2022). A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher, 51(2), 146–151. doi:10.3102/0013189X211057904

Proctor, C. & Muller, D. A. C. (2022). Weinberger, A., Chen, W., Hernández-Leo, D., & Chen, B. (Eds.). Joint visual attention and collaboration in Minecraft. Proceedings of the 15th International Con- Ference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 226–233). International Society of the Learning Sciences.

Burke, Q., Angevine, C., Proctor, C., Weisgrau, J., & O'Donnell, K. A. (2021). Mouza, C., Ottenbreit-Leftwich, A., & Yadav, A. (Eds.). Credentialing Computation: Teacher Micro-credentials in Computational Thinking. Professional Development for In-Service Teachers: Research Practices in Computing Education. Information Age Publishing.

Kafai, Y. B., Proctor, C., & Lui, D. (2020). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. ACM Inroads, 11(1), 44–53.

Proctor, C. & Garcia, A. (2020). Hogg, L., Stockbridge, K., Achieng-Evenson, C., & SooHoo, S. (Eds.). Student voices in the digital hubbub. Pedagogies of With-ness: Students, Teachers, Voice, and Agency (pp. 119–132). Myers Educational Press.

Proctor, C., Zheng, Y., & Blikstein, P. (2020). Comparing Cognitive and Sociocultural Assessments of Learning in Middle School Computer Science. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020., pp. 238–245.

Proctor, C., Han, J., Wolf, J., Ng, K., & Blikstein, P. (2020). Tangney, B., Byrne, J. R., & Girvan, C. (Eds.). Recovering constructionism in computer science: Design of a ninth-grade introductory computer science course. Constructionism 2020 (pp. 473–481).

Kafai, Y. B., Proctor, C., & Lui, D. (2019). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. Proceedings of the 2019 ACM Conference on International Computing Education Research, pp. 101–109.

Proctor, C. & Blikstein, P. (2019). Unfold studio: supporting critical literacies of text and code. Information and Learning Sciences, 120(5/6), 285–307. doi:10.1108/ILS-05-2018-0039

Proctor, C. (2019). Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.). Measuring the computational in computational participation: Debugging interactive stories in middle school computer science. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. (pp. 104–111). ISLS.

Proctor, C., Bigman, M., & Blikstein, P. (2019). Defining and designing computer science education in a K12 public school district. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 314–320). Association for Computing Machinery. doi:10.1145/3287324.3287440

Boles, K. L., Macedo, L., Proctor, C., & Blikstein, P. (2018). Manipul8: An interactive experience to inspire pattern-based algebraic thinking and representational fluency. Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 501–504). ACM. doi:10.1145/3202185.3210763

Davis, R. L., Proctor, C., Friend, M., & Blikstein, P. (2018). Solder and Wire or Needle and Thread: Examining the Effects of Electronic Textile Construction Kits on Girls' Attitudes Towards Computing and Arts. Rethinking Learning in the Digital Age. Making the Learning Sciences Count (pp. 800–807). International Society of the Learning Sciences.

Mongkhonvanit, K., Zau, C. J. Y., Proctor, C., & Blikstein, P. (2018). Testudinata: A tangible interface for exploring functional programming. Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 493–496). ACM. doi:10.1145/3202185.3210762

Proctor, C. & Blikstein, P. (2018 , June). Kay, J. & Luckin, R. (Eds.). How Broad is Computational Thinking? A Longitudinal Study of Practices Shaping Learning in Computer Science. Rethinking Learning in the Digital Age. Making the Learning Sciences Count (pp. 544–551). International Society of the Learning Sciences.

Proctor, C. & Blikstein, P. (2017 , June). Interactive fiction: Weaving together literacies of text and code. Proceedings of the 2017 Conference on Interaction Design and Children (pp. 555–560). ACM. doi:10.1145/3078072.3084324

Proctor, C. & Blikstein, P. (2016). Grounding how we teach programming in why we teach programming. Constructionism in Action (pp. 127–134). Suksapattana Foundation.