Research Projects

Digital Wellbeing in Youth & Families

Most wellbeing tools—including research on them—focus on reducing the amount of time people spend using technology. In our prior work, we have found that although users do often express the wish to reduce their tech-related activities, they also seek to enhance the quality and meaningfulness of their experiences with technology. This area of my research encompasses several projects that seek to identify and organize the challenges that youth and their families experience as they engage with their smartphones, social media, and other networked technologies, and then use these empirical insights to design interventions that support media wellbeing in youth and families.

Faculty collaborators: Petr Slovak (King’s College London), Carrie James & Emily Weinstein (Harvard Graduate School of Education)

UW Students: Rotem Landesman, Caroline Pitt, Beck Tench

Funders: Committee for Children; Susan Crown Exchange

Technology’s Role in Teen Wellbeing during COVID-19

We have been tracking teens’ experiences during the pandemic in the United States and Germany. Through in-depth interviews and ecological momentary assessments (EMAs), we gathered data on daily changes in individual teens’ wellbeing, technology’s relationship to these changes, and other key factors that contribute to teen wellbeing. This work is generating insight into the role of networked technologies in teens’ academic, social, and personal experiences during a prolonged period of life disruption.

Students: Caroline Pitt, Ari Hock, Leyla Dewitz


NatureCollections app screenshots

NatureCollections: Can a Mobile App Connect Kids with Nature?

A mobile app may seem an unlikely candidate for getting kids outside and changing their relationships with nature. That is, however, exactly what we are doing with this project. NatureCollections harnesses kids’ enthusiasm for technology to re-connect them to the outdoors and spark their feelings of connection to nature. The NatureCollections app engages elementary school children in an exploration of the natural world. Leveraging children’s love for collecting things (stickers, baseball cards, shells, etc.), NatureCollections lets them take pictures of nature, identify what they find, and share and curate their photos in categories such as plants, birds, and landscapes. We are currently evaluating the effectiveness of the app at getting kids outside, and the role of nature exploration in affecting connectedness to and fascination with nature. Read more about our work on our project website.

Faculty collaborators: Joshua Lawler (UW School of Environmental and Forest Sciences)

Students: Sarah Chase, Saba Kawas, Nicole Kuhn, Jordan Sherry-Wagner, Mina Tari (and many others!)

Funder: University of Washington Innovation Award; CoMotion/Population Health Innovation Award


The ConnectedLib Project

The Con­nect­edLib Toolkit was created to help librar­i­ans incor­po­rate dig­i­tal media into their work with youth to pro­mote con­nec­tions across learn­ing con­texts. Fac­ulty mem­bers from the library and infor­ma­tion sci­ence (LIS) schools at the Uni­ver­sity of Wash­ing­ton and Uni­ver­sity of Mary­land teamed with pub­lic libraries to cre­ate this pro­fes­sional devel­op­ment resource that sup­ports librar­i­ans in their efforts to lever­age new media tech­nolo­gies and pro­mote youth’s con­nected learn­ing expe­ri­ences in libraries. Read more about our work on our project website and visit the ConnectedLib Toolkit.

In our current work, we are updating the Toolkit to meet the needs of rural and small library staff to serve their community’s teens successfully, as well as launching a community of practice (CoP) and learning circles that will empower these staff to support each other in building capacity and skills to implement CL activities. In addition, we are working with participating library staff to develop a new module for the Toolkit that focuses on youth civic engagement.

Faculty collaborators: Mega Subramaniam (University of Maryland)

Project collaborators: Chris Coward & Stacey Wedlake (UW TASCHA), Linda Braun, Kelly Hoffman (University of Maryland)

Students: Rotem Landesman

Student alums: Saba Kawas, Caroline Pitt, Milly Romeijn-Stout, Ligaya Scaff

Funder: Institute of Museum and Library Services

Completed Projects

Fanfiction, Youth & New Forms of Mentoring

Over the past twenty years, amateur fanfiction writers have published an astonishing amount of fiction in online repositories. More than 1.5 million enthusiastic fanfiction writers—primarily young people in their teens and twenties—have contributed nearly seven million stories and more than 176 million reviews to a single online site, This project—whose findings to date have been published in a book (Aragon & Davis, 2019, MIT Press)—investigates fanfiction writers and fanfiction repositories, finding that these sites are not shallow agglomerations and regurgitations of pop culture but rather online spaces for sophisticated and informal learning. Through their participation in online fanfiction communities, young people find ways to support and learn from one another.

Faculty collaborators: Cecilia Aragon (UW Department of Human Centered Design and Engineering)

Students: Julie Ann Campbell, Ruby Davis, Abigail Evans, Sarah Evans, John Frens, David P. Randall, Kodlee Yin

Digital Badges for STEM Education

This National Science Foundation Early Career Development project investigates how networked technologies can be leveraged to develop learners’ STEM identities and connect their STEM learning across informal and formal contexts. We have developed and are currently implementing and evaluating a digital badge system that recognizes and rewards the skills and achievements of a diverse group of high school students participating in a science-based afterschool program at Seattle’s Pacific Science Center. This work aims to develop strong STEM identities among students who are currently underrepresented in STEM subject areas and encourage these students to pursue future STEM learning and career opportunities. Read more about our work on our project website.

Students: Adam Bell, Caroline Pitt, Ari Hock (and many others!)

Funder: National Science Foundation Early Career Development Award

Investigating Digital Badges in After-School Settings

Digital badges are given as an award for an achievement or work accomplished. Common in video games and on social network sites, badges serve as a visible accomplishment and are shared with a larger online community that could include teachers and peer communities. But do they measurably increase learning outcomes and inspire students to strive for success?

The purpose of the study was to look at whether digital badges and badging systems successfully motivate learning in afterschool settings serving high school students. We explored how students and educators engage with and experience badges, looking in particular at motivation levels, learning pathways, the availability of novice to expert trajectories, and any implementation challenges faced. We also explored how badging systems fit into the broader public school framework, with specific attention given to how the Common Core standards were integrated and assessed.

Students: Sean Fullerton,  Simrat Singh

Impact of Gamification in a Classroom Setting

Gamification has quickly become a buzzword in education, engendering a range of hopes and fears around introducing gaming elements (e.g. leaderboards, badges, points) into formal learning environments. In fact, there’s even a school designed entirely around games and game culture. Despite the recent flurry of activity and speculation about gamification in education, we know little about whether introducing gamified activities promotes or undermines students’ learning and motivation.

This research project seeks to fill this gap in knowledge by investigating students’ experiences in a gamified informatics course taught at the University of Washington’s Information School. Our research team is exploring the extent to which gamification influences undergraduate students’ engagement in the course material and ideas, and whether it contributes to their learning and achievement. We seek to identify design opportunities for enhancing the learning experience in future iterations of the course, as well as in gamified courses more generally.

Students: Hayagriv Sridharan, Simrat Singh

Bullying in a Networked Era

The American Academy of Pediatrics has identified bullying as a serious health risk for adolescents. In today’s age of social media and smartphones, this health risk has taken on new forms and extended its reach. While traditional forms of bullying have been steadily decreasing over the course of the last two decades, cyberbullying has emerged as a major concern among parents, teachers, and other professionals working with young people. Because cyberbullying is a relatively new phenomenon, it is not yet clear what strategies educators should adopt to stem its rise.

Our research seeks to provide knowledge of youth’s lived experiences of cyberbullying, the coping strategies they employ, and the key risk and protective factors associated with both bullying perpetration and victimization. Recent and ongoing studies include content analyses of comments from a 2013 viral blog post about cyberbullying in which over 2,000 people shared their personal stories of bullying and coping, and analyses of survey data from 2,079 students in grades 8-12 investigating the risk and protective factors associated with cyberbullying victimization among adolescents. Through this research, we aim to inform efforts to reduce the prevalence of and negative consequences associated with cyberbullying among adolescents.

Project Team: David P. Randall, Anthony Ambrose, Mania Orand, Lucas Koepke

New Media in the Lives of Bermuda’s Youth

The purpose of the study was to investigate adolescents’ sense of identity and the role that parents, friends, and digital media technologies play in the construction of the self. A questionnaire was administered to a sample of 2,079 adolescents (57% female) between the ages of 11 and 19 years (M = 15.4 years) attending grades 8-12 in public and private schools in Bermuda. The qualitative portion of the study consisted of in-depth interviews with a purposefully selected sub-sample of 32 of these respondents.

The findings suggest that adolescents’ digital media use may either enhance or diminish their interpersonal and intrapersonal experiences depending on their use. For example, going online to express and explore different aspects of one’s identity had a negative impact on self-concept clarity, partly as a result of the negative impact of online identity exploration on friendship quality. In contrast, going online to communicate with one’s friends enhanced self-concept clarity through its positive effect on friendship quality.

Partnering Organizations: Bermuda Ministry of Education, The Berkeley Institute, CedarBridge Academy, Bermuda Institute, Warwick Academy, Mount Saint Agnes Academy, The Bermuda High School for Girls, and Saltus Grammar School

students sitting on stairs

Join me in 2024 at the UW iSchool! I’m looking for PhD students interested in research on youth, wellbeing, HCI, and the learning sciences. Learn More

3. Davis, K. (2023). Technology’s child: Digital media’s role in the ages and stages of growing up. Cambridge, MA: MIT Press.

2. Aragon, C. &  Davis, K. (2019). Writers in the secret garden: Fanfiction, youth, and new forms of mentoring. Cambridge, MA: MIT Press.

1. Gardner, H. & Davis, K. (2013). The App Generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. New Haven, CT: Yale University Press.

29. Subramaniam, M., Hoffman, K.M., Pitt, C., & Davis, K. (2021). Using the design-based implementation research method to designa connected learning toolkit for youth-serving public library staff. Library & Information Science Research, 43(1). [pdf]

28. Kawas, S., Chase, S.K., Yip, J., Lawler, J.J., & Davis, K. (2019). Sparking interest: A design framework for mobile technologies to promote children’s interest in nature. International Journal of Child-Computer Interaction. [pdf]

27. Pitt, C., Bell, A., Strickman, R., & Davis, K. (2019). Supporting learners’ STEM-oriented learning pathways with digital badges. Information and Learning Sciences. [pdf]

26. Ward, S.J., Price, R.M., Davis, K., & Crowther, G.J. (2018). Songwriting to learn: How high school science fair participants use music to communicate personally relevant scientific concepts. International Journal of Science Education, 8(4), 307-324. [pdf]

25. Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34 (5), 492-503. [pdf]

24. Subramaniam, M., Scaff, L., Kawas, S., Hoffman, K.M., & Davis, K. (2018). Using technology to support equity and inclusion in youth library programming: Current practices and future opportunities. The Library Quarterly, 88 (4), 1-17. [pdf]

23. Davis, K., Boss, J., & Meas, P. (2018). Playing in the virtual sandbox: Students’ collaborative practices in Minecraft. International Journal of Game-Based Learning, 8 (3), 56-76. [pdf]

22. James, C., Davis, K., Charmaraman, L., Konrath, S., Slovak, P., Weinstein, E., & Yarosh, L. (2017). Digital life and youth well-being, social-connectedness, empathy, and narcissism. Pediatrics, 140 (S2), S71-S75. [pdf]

21. Kim, A.S. & Davis, K. (2017). Tweens’ perspectives on their parents’ media-related attitudes and rules: An exploratory study in the US. Journal of Children and Media, 11 (3), 358-366. [pdf]

20. Davis, K., Ambrose, A., & Orand, M. (2017). Identity and agency in school and afterschool settings: Investigating digital media’s supporting role. Digital Culture & Education, 9 (1), 31-47. [pdf]

19. Davis, K. & Koepke, L. (2016). Risk and protective factors associated with cyberbullying: Are relationships or rules more protective? Learning, Media and Technology, 41 (4), 521-545. [pdf]

18. Crowther, G.J., McFadden, T., Fleming, J.S., & Davis, K. (2016). Leveraging the power of music to improve science education. International Journal of Science Education, 38 (1), 73-95. [pdf]

17. Davis, K. & Fullerton, S. (2016). Connected learning in and after school: Exploring technology’s role in the diverse learning experiences of high school students. The Information Society, 32 (2), 98-116. [pdf]

16. Crowther, G.J., Davis, K., Jenkins, L.D., & Breckler, J.L. (2015). Integration of math jingles into physiology courses. Journal of Mathematics Education, 8 (2), 56-73. [pdf]

15. Davis, K. & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83. [pdf]

14. DiBartolomeo, D.J., Clark, Z., & Davis, K. (2015). A new method for analyzing data from visual artworks. Visitor Studies, 18 (1), 103-120. [pdf]

13. Davis, K., Randall, D.P., Ambrose, A., & Orand, M. (2015). “I was bullied too”: Stories of bullying and coping in an online community. Information, Communication, and Society, 18 (4), 357-375. [pdf]

12. Davis, K., Reich, J., & James, C. (2014). The changing landscape of peer aggression: A literature review on cyberbullying and interventions. Journal of Youth Development, 9 (1), 130-142. [pdf]

11. Weinstein, E.C., Clark, Z., DiBartolomeo, D., & Davis, K. (2014). A decline in creativity? It depends on the domain. Creativity Research Journal, 26 (2), 174-184. [pdf]

10. Davis, K. (2013). Young people’s digital lives: The impact of interpersonal relationships and digital media use on adolescents’ sense of identity. Computers in Human Behavior, 29, 2281-2293. [pdf]

9. Crowther, G.J. & Davis, K. (2013). “Amino Acid Jazz”: Amplifying biochemistry concepts with content-rich music. Journal of Chemical Education, 90(11), 1479-1483. [pdf]

8. Davis, K. & James, C. (2013). Tweens’ conceptions of privacy online: Implications for educators. Learning, Media and Technology, 38 (1), 4-25. [pdf]

7. Davis, K. (2012). Friendship 2.0: Adolescents’ experiences of belonging and self-disclosure online. Journal of Adolescence, 35 (6), 1527-1536. [pdf]

6. Davis, K. (2012). Tensions of identity in a networked era: Young people’s perspectives on the risks and rewards of online self-expression. New Media & Society, 14 (4), 634-651. [pdf]

5. Davis, K. & Gardner, H. (2012). Five minds our children deserve: Why they’re needed, how to nurture them. Journal of Educational Controversy, 6 (1), Article 10, 1-9. [pdf]

4. Davis, K. (2011). A life in bits and bytes: A portrait of a college student and her life with digital media. Teachers College Record, 113 (9), 1960-1982. [pdf]

3. Davis, K. (2010). Coming of age online: The developmental underpinnings of girls’ blogs. Journal of Adolescent Research, 25 (1), 145-171. [pdf]

2. Davis, K., Katz, S.L., Santo, R., & James, C. (2010). Fostering cross-generational dialogues about the ethics of online life. Journal of Media Literacy Education, 2 (2), 124-150. [pdf]

1. Davis, K. (2009). Adolescent friendships on LiveJournal. Rocky Mountain Communication Review, 6 (1), 47-50.

23. Davis, K., Slovak, P., Landesman, R., Pitt, C., Ghajar, A., Schleider, J.L., Kawas, S., Perez Portillo, A..G., & Kuhn, N.S. (2023). Supporting teens’ intentional social media use through interaction design: An exploratory proof-of-concept study. Proceedings of the ACM SIGCHI Conference on Interaction Design and Children (IDC ’23). New York: ACM Press. [29% acceptance rate] [pdf]

22. Dauden Roquet, C., Theofanopoulou, N., Freeman, J.L., Schleider, J.L., Gross, J.J., Davis, K., Townsend, E., & Slovak, P. (2022). Exploring situated and embodied support for youth’s mental health: Design opportunities for interactive tangible devices. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’22). New York: ACM Press. [26.1% acceptance rate] [pdf] [best paper honorable mention]

21. Kawas, S., Kuhn, N.S., Sorstokke, K., Bascom, E.E., Hiniker, A., & Davis, K. (2021). When screen time isn’t screen time: Tensions and needs between tweens and their parents during nature-based exploration. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’21). New York: ACM Press. [26.3% acceptance rate] [pdf]

20. Pitt, C., Bell, A., Boyd, B.S., Demmel, N., & Davis, K. (2021). Connected learning, collapsed contexts: Examining teens’ sociotechnical ecosystems through the lens of digital badges. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’21). New York: ACM Press. [26.3% acceptance rate] [pdf]

19. Pitt, C., Hock, A., Zelnick, L., & Davis, K. (2021). The kids are / not / sort of all right: Technology’s complex role in teen wellbeing during COVID-19. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’21). New York: ACM Press. [26.3% acceptance rate] [pdf]

18. Kawas S., Kuhn, N.S., Tari, M., Hiniker, A., & Davis, K. (2020). “Otter this world”: Can a mobile application promote children’s connectedness to nature? Proceedings of the ACM SIGCHI Conference on Interaction Design and Children (IDC ’20). New York: ACM Press. [31% acceptance rate] [pdf]

17. Kawas, S., Sherry-Wagner, J., Kuhn, N.S., Chase, S.K., Bentley, B., Lawler, J.J., & Davis, K. (2020). NatureCollections: Can a mobile application trigger children’s interest in nature? Proceedings of the International Conference on Computer Supported Education (CSEDU ’20). [pdf] [best paper nomination]

16. Evans, A.C., Davis, K. & Wobbrock, J.O. (2019). Adaptive support for collaboration on tabletop computers. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL ’19), vol. 1, pp. 176-183. Lyon, France (June 17-21, 2019): International Society of the Learning Sciences. [pdf]

15. Davis, K., Dinhopl, A., & Hiniker, A. (2019). “Everything’s the phone”: Understanding the phone’s supercharged role in parent-teen relationships. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’19). New York: ACM Press. [23.8% acceptance rate] [pdf]

14. Tran, J., Yang, K., Davis, K. & Hiniker, A. (2019). Modeling the engagement-disengagement cycle of compulsive phone use. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’19). New York: ACM Press. [23.8% acceptance rate] [pdf]

13. Pitt, C., Bell, A., Onofre, E., & Davis, K. (2019). A badge, not a barrier: Designing for—and throughout—digital badge implementation. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’19). New York: ACM Press. [23.8% acceptance rate] [pdf]

12. Davis, K., Pitt, C., Bell, A., & Kim, A. (2018). Using digital badges to promote student agency and identity in science learning. Proceedings of the Connected Learning Summit (CLS ’18), 36-46. Pittsburgh, PA: Carnegie Mellon ETC Press. [pdf]

11. Davis, K., Subramaniam, M., Hoffman, K.M., & Romeijn-Stout, E.L. (2018). Technology use in rural and urban public libraries: Implications for connected learning in youth programming. Proceedings of the Connected Learning Summit (CLS ’18), 47-56. Pittsburgh, PA: Carnegie Mellon ETC Press. [pdf]

10. Ko, A.J., Hwa, L., Davis, K., & Yip, J. (2018). Informal mentoring of adolescents about computing: Relationships, roles, qualities, and impact. Proceedings of the ACM Technical Symposium on Computer Science Education (SIGCSE). New York: ACM Press. [pdf]

9. Ko, A. & Davis, K. (2017). Computing mentorship in a software boomtown: Relationships to adolescent interest and beliefs. Proceedings of the ACM International Computing Education Research Conference (ICER ’17).  New York: ACM Press. [~10% acceptance rate] [pdf]

8. Pitt, C. & Davis, K. (2017). Designing together?: Group dynamics in participatory digital badge design with teens. Proceedings of the ACM SIGCHI Conference on Interaction Design and Children (IDC ’17). New York: ACM Press. [21% acceptance rate] [pdf]

7. Evans, A.C., Davis, K., Fogarty, J. & Wobbrock, J.O. (2017). Group Touch: Distinguishing tabletop users in group settings via statistical modeling of touch pairs. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’17), 35-47. New York: ACM Press. [25% acceptance rate] [pdf]

6. Yin, K., Aragon, C., Evans, S. & Davis, K. (2017). Where no one has gone before: A meta-dataset of the world’s largest fanfiction repository. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ’17), 6106-6110. New York: ACM Press. [25% acceptance rate] [pdf]

5. Evans, S.A., Davis, K., Evans, A.C, Campbell, J., Randall, D.P., Yin, K., & Aragon, C. (2017). More than peer production: Fanfiction communities as sites of distributed mentoring. Proceedings of the ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW ’17), 259-272. New York: ACM Press. [34% acceptance rate] [pdf]

4. Bell, A., & Davis, K. (2016). Learning through participatory design: Designing digital badges for and with teens. Proceedings of the ACM SIGCHI Conference on Interaction Design and Children (IDC ’16). New York: ACM Press. [47% acceptance rate] [pdf]

3. Campbell, J., Aragon, C., Davis, K., Evans, S.A., Evans, A.C, & Randall, D.P. (2016). Thousands of positive reviews: Distributed mentoring in online fan communities. Proceedings of the ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW ’16), 691-704. New York: ACM Press. [25% acceptance rate] [pdf]

2. Evans, A.C., Wobbrock, J.O., & Davis, K. (2016). Understanding collaboration patterns on an interactive tabletop in a classroom setting. Proceedings of the ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW ’16), 860-871. New York: ACM Press. [25% acceptance rate] [pdf]

1. Davis, K. & Klein, E. (2015). Investigating high school students’ perceptions of digital badges in afterschool learning. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI ‘15), 4043-4046. New York: ACM Press. [23% acceptance rate] [pdf]

13. Weinstein, E., James, C. & Davis, K. (under revision). Digital well-being and HX: ‘The grind’ as a new frame and co-design as a key method. In M. Ito & C. James (Eds.), HX Essay Collection. Cambridge, MA: MIT Press. [peer-reviewed]

12. Davis, K. & Weinstein, E. (2017). Identity development in the digital age: An Eriksonian perspective. In M.F. Wright (Ed.), Identity, sexuality, and relationships among emerging adults in the digital age (pp. 1-17). Hershey, PA: IGI Global. [pdf] [peer-reviewed]

11. Klein, E. & Davis, K. (2016). Designing digital badges for an informal STEM learning environment. In L.Y. Muilenburg & Z.L. Berge (Eds.), Digital badges in education: Trends, issues, and cases (pp. 145-155). New York: Routledge.

10. Weinstein, E. & Davis, K. (2015). Connecting ‘round the clock: Mobile phones and adolescents’ experiences of intimacy. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (Volumes 1, 2, and 3) (pp. 937-946). Hershey, PA: IGI Global.

9. Davis, K. (2014). Youth identities in a digital age: The anchoring role of friends in youth’s approaches to online identity expression. In A. Bennett and B. Robards (Eds.), Mediated youth cultures: The internet, belonging, and new cultural configurations. New York: Palgrave Macmillan.

8. Davis, K. (2012). Adolescent learners’ characteristics. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 134-136). Heidelberg, Germany: Springer-Verlag.

7. Davis, K. (2012). Adult learners’ characteristics. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 136-138). Heidelberg, Germany: Springer-Verlag.

6. Davis, K., Ryan, J., James, C., Rundle, M. & Gardner, H. (2012). I’ll pay attention when I’m older: Generational differences in trust. In Kramer (Ed.), Restoring trust (pp. 47-67). New York: Oxford University Press.

5. Rundle, M., James, C., Davis, K., Ryan, J., Francis, J. M. & Gardner, H. (2012). My trust needs to be earned, or I don’t give it: Youth’s mental models of trust. In R. Kramer (Ed.), Restoring trust (pp. 25-45). New York: Oxford University Press.

4. Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In R.J. Sternberg & S.B. Kaufman (Eds.), Cambridge Handbook of Intelligence (pp. 485-503). Cambridge, UK; New York: Cambridge University Press.

3. Davis, K. & Gardner, H. (2010). Trust: Its conceptualization by scholars, its status with young persons. In R.A. Couto (Ed.), Political and civic leadership: A reference handbook, volume 2 (pp. 602-610). Washington, D.C.: Sage Publications. [pdf]

2. Davis, K. (2010). The pedagogy of GoodWork: Strategies of engagement. In H. Gardner (Ed.), GoodWork: Theory and practice (pp. 257-269). Cambridge, MA: Harvard University, Project Zero.

1. Seider, S., Davis, K., & Gardner, H. (2009). Morality, ethics and good work: Young people’s respectful and ethical minds. In D. Ambrose & T. Cross (Eds.), Morality, ethics and gifted minds (pp. 209-222). New York: Springer. [pdf]

31. Davis, K. (April 25, 2023). Technology’s Child: Five Key Insights. The Next Big Idea Club. Available at:

30. Davis, K. (March 20, 2023). Technology’s Child: Making the complex more concrete for research on kids and tech. Connected Learning Alliance. Available at:

29. Davis, K. (December 14, 2022). ConnectedLib Toolkit 2.0: Bringing connected learning to small and rural libraries. Connected Learning Alliance. Available at:

28. Davis, K. & Subramaniam, M. (2022). Introduction to special issue—Beyond digital youth: Understanding, supporting, and designing for young people’s digital experiences. Information & Learning Sciences, 123 (7/8), 317-329.

27. Davis, K. & Ochoa, X. (2022). L@S 2022 Chairs’ Welcome. In Proceedings of the 9th ACM Conference on Learning@Scale (pp.III-V).

26. Davis, K. (May 26, 2021). Should lecturers be trained to deal with shortening attention spans? THE Campus, Times Higher Education [Opinion]. Available at:

25. Davis, K. & Gardner, H. (November 9, 2020). The ‘App Generation’ meets the pandemic. The Seattle Times [Opinion]. Available at:

24. Davis, K., Charmaraman, L., & Weinstein, E. (2020). Introduction to Special Issue: Adolescent and Emerging Adult Development in an Age of Social Media. Journal of Adolescent Research35(1), 3-15.

23. Elsayed, Y. & Davis, K. (May 1, 2019). Participatory politics in an age of crisis — part 1 and part 2. Confessions of an Aca-Fan: The Official Weblog of Henry Jenkins. 

22. Davis, K. (April 2, 2019). How disparities in wealth affect Gen Z’s experiences with technology. Understanding Gen Z Special Projects Report, Pacific Standard. Available at:

21. Davis, K. (April 1, 2019). Announcing the ConnectedLib Toolkit for youth-serving library professionals and professionals-in-training. Connected Learning Alliance Blog. Available at:

20. Fellows, M., Davis, K., and Russell-Sauve, C. (2018). Learning and leading: An evaluation of the digital skills for digital librarians project. Seattle: Technology & Social Change Group, University of Washington Information School. Available at:

19. Davis, K., Weinstein, E., & Gardner, H. (2017). In defense of complexity: Beware of simplistic narratives about teens and technology. Medium. Available at:

18. Hoffman, K. M., Subramaniam, M., Kawas, S., Scaff, L., & Davis, K. (2016). Connected libraries: Surveying the current landscape and charting a path to the future. College Park, MD; Seattle, WA: The ConnectedLib Project. Available for download at:

17. Fisher, K.E., Davis, K., Yip, J., Dahya, N., Mills, J.E., & Eisenberg, M.B. (May 2016). Digital Youth Seattle Think Tank: White paper. Seattle, WA: The Information School, University of Washington. Available for download at:

16. Evans, S., Randall, D., Campbell, J., Davis, K., Aragon, C., & Evans, A. (2016). How fan fiction mentors can change lives. School Library Journal. Available at:

15. Moreno, M.A., Davis, K., & Mills, J.E. (2014). Youth perspectives on social media and technology. In V.C. Strasburger and M.A. Moreno (Eds.), Social networking and new technologies. Adolescent Medicine: State of Affairs, 25 (3), xvii-xxi. Elk Grove Village, IL: American Academy of Pediatrics.

14. Davis, K. (November 2014). The value of getting lost in an app-suffused world. School Administrator (November 2014), pg.21-22.

13. Gardner, H. & Davis, K. (September 2014). Preface to the paperback edition of The App Generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. New Haven, CT: Yale University Press.

12. Gardner, H. & Davis, K. (February 2014). The App Generation: How technology is changing us. Op-Ed contribution, Cognoscenti. Available at:

11. Davis, K., & Gardner, H. (January 2014). Are apps becoming a human crutch? Op-Ed contribution, The Seattle Times. Available at:

10. DiBartolomeo, D.J., Clark, Z., & Davis, K. (June 2013). Technique and content in the works of young artists: A methodological contribution. (Good Work Project Report Series No. 85). Cambridge, MA: Harvard University, Project Zero.

9. Santo, R., James, C., Davis, K., Katz, S.L., Burch, L., & Joseph, B. (October 2009). Meeting of minds: Cross-generational dialogue on the ethics of digital life. Available from The John D. and Catherine T. MacArthur Foundation website:

8. James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (October 2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, MA: The MIT Press. [pdf]

7. Davis, K. (September 2009). Rethinking girls’ development in a digital era. FIfF-Kommunikation, 26 (3), 48-51.

6. Davis, K., Weigel, M., James, C., & Gardner, H. (February 2009). Social development in the era of new digital media. (Good Work Project Report Series No. 60). Cambridge, MA: Harvard University, Project Zero.

5. Weigel, M., Davis, K., James, C., & Gardner, H. (February 2009). New digital media, social institutions and the changing roles of youth. (Good Work Project Report Series No. 61). Cambridge, MA: Harvard University, Project Zero.

4. Davis, K., Seider, S., & Gardner, H. (2008). When false representations ring true (and when they don’t). Social Research, 75 (4), 1085-1108.

3. Davis, K. (January 2008). Trust in the lives of young people: A conceptual framework to explore how youth make trust judgments. (Good Work Project Report Series No. 52). Cambridge, MA: Harvard University, Project Zero.

2. Seider, S., Davis, K., & Gardner, H. (2007). Good work in psychology. The Psychologist, 20 (11), 672-676.

1. Davis, K. (March 2006). Is trust on the wane? It may depend on where you live. (Good Work Project Report Series No. 46). Cambridge, MA: Harvard University, Project Zero.