Teaching
Courses
These are some of the courses I’ve taught at the University of Washington over the years:
Child-Computer Interaction
A graduate-level course for students interested in research at the intersection of child development and technology design
This course focuses on research related to the design of interactive technologies for and with children; the various ways children use interactive technologies; and the impact of children’s technology-related experiences on their health, wellbeing, learning, and other key aspects of child development. Focal questions guiding the course include: How do children of different ages, abilities, and interests engage with and make sense of their experiences with interactive technologies? What role do developmental factors, family context, peers, school, and socio-cultural influences play in shaping these experiences? How should designers approach the design of interactive technologies for children? How should researchers approach the study of children’s use of new and emerging technologies?
PhD Seminar in Information Science
A graduate seminar for incoming PhD students in the Information Science PhD program
This seminar introduces new Ph.D. students to the range of disciplines and perspectives, past and present, that underpin research conducted in the University of Washington Information School, and schools of information more generally. Students are exposed to foundational underpinnings of the field through selected readings, as well as contemporary scholarship by attending the Research Symposium speakers series.
Qualitative Methods in Information Science
A graduate seminar for PhD students in the Information Science PhD program
This course introduces PhD students to principles and approaches to conducting qualitative research in information science. Students learn how to design a qualitative study; the role of context in qualitative research; methods of data collection and analysis; increasing the trustworthiness of data; and how to incorporate and build theory. Students are also exposed to field research and data analysis.
Research Methods in Informatics
An undergraduate course for students majoring in Informatics
This course gives students a broad introduction to research methods in the social sciences, with a focus on methods commonly used in human-computer interaction. The class is about learning what research is, how to select good research problems, and developing the skills necessary to carry out research that is novel, important, and achievable.
Youth Development & Information Behavior in a Digital Age
A graduate-level course for students in the Master of Library & Information Science program
This course provides a survey of theory and research related to youth development, information behavior, and digital media practices. Students explore how individual, sociocultural, and economic factors shape youth’s digital media use and information behavior in distinct ways. The course is intended to provide MLIS students with a foundational understanding of major theories of human development and information behavior and to draw on this understanding to make sense of research on youth’s digital media practices.
Directed Research Groups
I regularly organize directed research groups that engage small groups of students in hands-on research projects. Some examples include:
Developing Youth Digital Well-Being Metrics
Amidst rising public concern over the tech industry’s persuasive design practices, there is a growing interest among HCI researchers in designing for personal agency and well-being in individuals’ technology use. To date, most of this work has focused on general adult populations, but prior research suggests that children and adolescents may be particularly vulnerable to the pull of persuasive designs.
Recognizing the importance of attending to the intersection between human development and interaction design, child-computer interaction researchers are contributing new insight into designs that support versus undermine youth’s well-being. As our understanding deepens, we see an opportunity to develop meaningful metrics of youth digital well-being, with the recognition that an essential component of designing for youth well-being is the ability to measure the effects of these designs.
Informal Learning in Online Fanfiction Communities
This directed research group explored the learning opportunities experienced by youth participants in online fanfiction communities. Applying ethnographic methods to three different fandoms, we investigated the skills that participants develop through their fan-based activities; the roles that identity, motivation, and emotion play in their informal learning online; and the novice-to-expert trajectories made available in different online fan communities.
Investigating Online Parenting Support Communities
How parents interact with their children is one of the most important predictors for child wellbeing and mental health, especially during early childhood (2-5 years). So far, however, research on designing digital parenting support is nearly non-existent and many fundamental questions remain: What are the current challenges that parents face when searching for parenting support online? How are these similar to—or differing from—the support offered by traditional in-person parenting programs? In this directed research group, we developed a unique dataset of online parenting resources, and the first analysis of such practices from the HCI perspective.
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
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BooksPeer-Reviewed
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Journal PapersPeer-Reviewed
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Conference PapersPeer-Reviewed
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Book ChaptersPeer Review Indicated
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. https://doi.org/10.1016/j.ijcci.2019.01.003. [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: https://nextbigideaclub.com/magazine/technologys-child-digital-medias-role-ages-stages-growing-bookbite/42070/
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: https://clalliance.org/blog/technologys-child-making-the-complex-more-concrete-for-research-on-kids-and-tech/
29. Davis, K. (December 14, 2022). ConnectedLib Toolkit 2.0: Bringing connected learning to small and rural libraries. Connected Learning Alliance. Available at: https://clalliance.org/blog/connectedlib-toolkit-2-0-bringing-connected-learning-to-small-and-rural-libraries/
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: https://www.timeshighereducation.com/campus/should-lecturers-be-trained-deal-shortening-attention-spans
25. Davis, K. & Gardner, H. (November 9, 2020). The ‘App Generation’ meets the pandemic. The Seattle Times [Opinion]. Available at: https://www.seattletimes.com/opinion/the-app-generation-meets-the-pandemic/
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 Research, 35(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: https://psmag.com/author/katie-davis
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: https://clalliance.org/blog/announcing-the-connectedlib-toolkit-for-youth-serving-library-professionals-and-professionals-in-training/
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: https://tascha.uw.edu/publications/learning-and-leading-an-evaluation-of-the-digital-skills-for-digital-librarians-project/
19. Davis, K., Weinstein, E., & Gardner, H. (2017). In defense of complexity: Beware of simplistic narratives about teens and technology. Medium. Available at: https://medium.com/@kedavis/in-defense-of-complexity-beware-of-simplistic-narratives-about-teens-and-technology-f9a7cb59176
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: http://connectedlib.ischool.uw.edu/connected-learning-in-libraries
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: http://dystt.ischool.uw.edu
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: http://www.slj.com/2016/05/industry-news/how-fan-fiction-mentors-can-change-lives/
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: http://cognoscenti.wbur.org/2014/02/12/apps-howard-gardner-katie-davis
11. Davis, K., & Gardner, H. (January 2014). Are apps becoming a human crutch? Op-Ed contribution, The Seattle Times. Available at: http://www.seattletimes.com/opinion/guest-are-apps-becoming-a-human-crutch/
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: http://www.macfound.org/atf/cf/%7Bb0386ce3-8b29-4162-8098-e466fb856794%7D/DML-FOCUS-DIALOGUE-REPORT-0910.PDF
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.