Selected publications; for full list, please download Sarah’s full CV

Collier, A., & Lohnes Watulak, S. (in press) Critical digital pedagogy across learning ecologies: Studios as sites of partnerships for strategic change. In G. Veletsianos, S. Koseoglu,  & C. Rowell (Eds.), Critical digital pedagogy: Broadening horizons, bridging theory and practice. Athabasca Univeresity Press.

McQuitty, V., Lohnes Watulak, S., & Runciman, J. (2021) Teacher professional learning in a writing-as-making MOOC. Teaching/Writing: The Journal of Writing Teacher Education, 10(1). Retrieved from

Shaheen, N. L., & Lohnes Watulak, S. (2019). Bringing disability into the discussion: Examining technology accessibility as an equity concern in the field of instructional technology. Journal of Research on Technology in Education, 51(2), 187-201. Retrieved from

Lohnes Watulak, S., Woodard, R., Phillips, N., & Farber, M. (2018). Guest Editorial. International Journal of Information and Learning Technology, 35(5), 306-309. Retrieved from

Lohnes Watulak, S. (2018). Making space for preservice teacher agency through connected learning in preservice educational technology courses. Journal of Digital Learning in Teacher Education, 34(3), 166-178. Retrieved from

Lohnes Watulak, S., Woodard, R., Smith, A., Johnson, L., Phillips, N., & Wargo, K. (2018). Connected teaching and learning in K-16+ contexts: An annotated bibliography. Contemporary Issues in Teacher Education, 18(2). Retrieved from

Schmier, S., Johnson, E., & Lohnes Watulak, S. (2018). Going public: Exploring the possibilities for publishing student interest-driven writing beyond the classroom. Australian Journal of Language and Literacy, 41(1), 57-66.

Lohnes Watulak, S. (Ed.). (2017). Research trends in instructional technology [Special issue]. International Journal of Information and Learning Technology, 34(5). Retrieved from

Lohnes Watulak, S. (2017). Editorial. International Journal of Information and Learning Technology, 34(5), 370-371. doi: 10.1108/IJILT-09-2017-0083

Lohnes Watulak, S., & Whitfield, D. (2016). Examining college students’ uptake of Facebook through the lens of domestication theory. E-Learning and Digital Media, 13(5-6), 179-195. doi: 10.1177/2042753016689633

Lohnes Watulak, S. (2016). Reflection in action: Using inquiry groups to explore critical digital literacy with pre-service teachers. Educational Action Research, 24(4), 503-518. doi: 10.1080/09650792.2015.1106957

Lohnes Watulak, S., Laster, B. P., & Liu, X. (2015). The new digital divide: Challenges and opportunities for using technology to develop 21st century literacies in urban schools. In N. Shelton & B. Altwerger (Eds.), Literacy policies and practices in conflict: Reclaiming classrooms in networked times. New York, NY: Routledge/Taylor & Francis.

Lohnes Watulak, S., & Kinzer, C. K. (2013). Beyond technology skills: Toward a framework for critical digital literacies in pre-service technology education. In J. Ávila & J. Zacher Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges, New York, NY: Peter Lang Publishing, Inc.

Lohnes Watulak, S. (2012). “I’m not a computer person:” Negotiating participation in academic Discourses. British Journal of Educational Technology, 43(1), 109-118. doi:10.1111/j.1467-8535.2010.01162.x

Lohnes Watulak, S., Laster, B. P., Liu, X., & LERN. (2011). Technology stalled: Exploring the new digital divide in one urban school. Journal of Language and Literacy Education, 7(2), 1-21. Retrieved from

Lohnes Watulak, S. (2010). “You should be reading not texting:” Understanding classroom text messaging in the constant contact society. Digital Culture & Education, 2(2), 171-192. Retrieved from

Lohnes, S., Wilber, D., & Kinzer, C.K. (2008). A brave new world: Understanding the Net Generation through their eyes. Educational Technology: The Magazine for Managers of Change in Education, 48(1), 21-27.

Lohnes, S., & Kinzer, C.K. (2007). Questioning assumptions about students’ expectations for technology in college classrooms. Innovate Journal of Online Education, 3(5). Retrieved from