Publications

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

Campos, F., Blikstein, P., & Azhar, A. (2017 , June). The Conference of the Birds: A Collaborative Storytelling Environment for Literacy Development. Proceedings of the 2017 Conference on Interaction Design and Children (pp. 729–732). ACM. doi:10.1145/3078072.3091991

diSessa, A. A. (2001). Changing Minds: Computers, Learning, and Literacy. Mit Press.

Gifford, B. R. & Enyedy, N. D. (1999). Activity centered design: towards a theoretical framework for CSCL. Proceedings of the 1999 Conference on Computer Support for Collaborative Learning - CSCL '99 (pp. 22–es). Association for Computational Linguistics. doi:10.3115/1150240.1150262

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.

Kralicek, D., Shelar, S., von Rabenau, L., & Blikstein, P. (2018 , June). Inside out: teaching empathy and social-emotional skills. Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 525–528). ACM. doi:10.1145/3202185.3213525

Long, D., Roberts, J., Magerko, B., Holstein, K., DiPaola, D., & Martin, F. (2023 , April). AI Literacy: Finding Common Threads between Education, Design, Policy, and Explainability. Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1–6). ACM. doi:10.1145/3544549.3573808

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

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. doi:10.1016/j.caeai.2021.100041

NYSED. (2020). Computer Science and Digital Fluency Learning Standards: Standards at a Glance 9-12.

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

Sandoval, W. (2014 , January). Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23(1), 18–36. doi:10.1080/10508406.2013.778204

Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019 , July). Envisioning AI for K-12: What Should Every Child Know about AI? Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795–9799. doi:10.1609/aaai.v33i01.33019795

UNESCO. (2019). Beijing Consensus on Artificial Intelligence and Education.

Vakil, S. (2018 , March). Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education. Harvard Educational Review, 88(1), 26–52. doi:10.17763/1943-5045-88.1.26

Vakil, S. (2020 , April). “I've Always Been Scared That Someday I'm Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education. Cognition and Instruction, 38(2), 87–115. doi:10.1080/07370008.2020.1730374