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

Blog posts

Universal Design for Learning, Inclusive Design, and Design Justice: What’s the Difference, and Does it Matter? (2021)

Noticing Exclusion (with Amy Collier, 2021)

Grading, Inequity, and the Pandemic (with Heather Stafford, 2021)

COVID and Equitable Access to Education (with Amy Collier, 2021)

Considerations for Using Digital Tools to Support Executive Function (with Jennifer Bates, 2020)

Practicing Self-Care in the Attention Economy (2020)

Mindfulness & Radical Listening in Digital Spaces (with Bob Cole, 2019)

Who is Welcome Online? (with Amy Collier, 2019)

Peer-reviewed publications

Wehr, K., Singh, R., Lohnes Watulak, S., Harlap, A., Collier, A., & Archambault, A. (in press). Co-designing an action-oriented instructional design community: Apply the Design Justice Network principles to shape and inform our collaborative practices.

Payne, S., Mockler, S., Lohnes Watulak, S., & Collier, A. (in press). Cryptoparties as sites of feminist pedagogy. In J.T. Howard, E. Romero-Hall, C. Daniel, N. Bond, & L. Newman (Eds.), Feminist pedagogy for teaching online. Athabasca University Press.

Collier, A., & Lohnes Watulak, S. (2023). 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 University Press.

Collier, A., Lohnes Watulak, S., & Henrickson, J. (2022). Centering the margins through critical instructional design. In J. Quinn, M. Burtis, & S. Jhangiani (Eds.), Toward a critical instructional design. Hybrid Pedagogy, Inc. Retrieved from

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