Weaving critical theory, fashion, electronics, and makerspaces in learning: fashioning circuits – a case study (2018). Published by the Journal for Interactive Learning Environments.
Abstract: Fashioning Circuits is a humanities course designed to explore how fashion, electronics, social issues, and makerspaces interact with design and critical theory. Digital humanities scholars and practitioners have seen an emergence of public art and representation beyond the academy, specifically applying interdisciplinary university curricula to youth learners in the community. As this university course expands into the public domain, the social discourse around gender, technology, and fashion are threaded with the “making” opportunities to tinker and design in order to solve real-world problems in the community. Through the intersection of media ecologies and contemporary fashion design offers this emerging pedagogical practice asks learners to build artifacts that engage with real-world problems. To encourage critical making, that is, an emphasis on the process rather than the product, it is important to center learning experiences around issues and ideas to find solutions and not focus on end technological outcomes alone.
2017 Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Published by the Horizon Project.
Abstract: The 2017 Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief examines how digital literacy training in higher education affects the occupational success of postgraduate learners as they enter the workforce. Supported by Adobe, the aim of this research is to understand how the digital learning experiences that college and university students were exposed to while pursuing an undergraduate degree impact and influence current employment roles, responsibilities, and functions.
Sociotechnical stewardship in higher education: a field study of social media policy documents (2016). Published by the Journal of Computing in Higher Education.
Abstract: Social media use has risen in higher education, as campus stakeholders frequently access these technologies for teaching, learning, research, communication, and information sharing. With these connected, digital technologies, our colleges and universities understand there are both opportunities and threats that social media affords. Higher education has increasingly witnessed a number of challenging incidents and abuses online. As a result, a number of institutions are evaluating policies and practices to regulate online behavior and establish community standards for students, staff, and faculty. Using latent semantic analysis, 36 universal topics are extracted from the 250 policy documents. This study not only establishes reference database of social media policy documents representing ten countries, it also forms the ontology to develop the framework foundation of sociotechnical stewardship to support strategic, long-term technology planning for organizations and their stakeholders.
The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs (2016). Published by the American Educational Research Association.
Abstract: Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every important element in the learning process. Many strategies that MOOC learners use to overcome learning challenges are not captured in clickstream and log data. In this study, we interviewed 92 MOOC learners to better understand their worlds, investigate possible mechanisms of student attrition, and extend conversations about the use of big data in education. Findings reveal three important domains of the experience of MOOC students that are absent from MOOC tracking logs: the practices at learners’ workstations, learners’ activities online but off-platform, and the wider social context of their lives beyond the MOOC. These findings enrich our understanding of learner agency in MOOCs, clarify the spaces in-between recorded tracking log events, and challenge the view that MOOC learners are disembodied autodidacts.
Guiding Social Media at Our Institutions (2013). Published by Planning for Higher Education.
Abstract: According to Güster (1997), digital literacy means “adapting our skills to an evocative new medium, [and] our experience of the Internet will be determined by how we master its core competencies” (as stated in Pool 1997, p. 6). […]institutions are increasingly responsible for addressing the role of digital literacy within the educational environment.
Journal Articles (Peer Reviewed & Published)
Pasquini, L. A., & Eaton, P. W. (2020). Being/Becoming professional online: Wayfinding through networked practices and digital experiences. New Media & Society. Advance online publication. https://doi.org/10.1177/1461444820902449
Eaton, P. W., & Pasquini, L. A. (2020). Networked practices in higher education: A netnography of the #acadv chat community. The Internet and Higher Education, 45 (100723). Advance online publication. https://doi.org/10.1016/j.iheduc.2019.100723
Kimmel, S., Mardis, M. A., Pribesh, S. Pasquini, L. A., Schultz-Jones, B., Jones, F. R., Wine, L. D., & Colson, L. (accepted). The preparation and evaluation of school librarians: Using causal educational research about teacher preparation to probe facets of effectiveness. School Libraries Research.
Pasquini, L. A., & Eaton, P. W. (2019). The #acadv Community: Networked practices, professional development, and on-going knowledge sharing in advising. NACADA Journal, 39(1), 101-115. https://nacadajournal.org/doi/abs/10.12930/NACADA-18-031
Pasquini, L. A., Knight, K. A. B., & Knott, J. L. (2018). Weaving critical theory, fashion, electronics, and makerspaces in learning: Fashioning circuits – a case study. Interactive Learning Environments,1-15. doi:10.1080/10494820.2018.1542317
Schultz-Jones, B., Kimmel, S. C., Mardis, M. A., Jones, F. R., Pribesh, S., & Pasquini, L. (2018). Evidence, standards, and school librarianship: Prevailing policies, promising methods, and progress on a research agenda. School Libraries Worldwide, 24(2), 17-29. doi: 10.14265.24.2.002
Mardis, M., Kimmel, S., Jones, F., Colson, L., Pribesh, S., Schultz-Jones, B., & Pasquini, L. (2018, April). Class matters: Supporting the national school library standards by furthering AASL’s research agenda. School Library Connection.
Mardis, M. A., Kimmel, S., & Pasquini, L. A. (2018). Building toward causality: A future for school librarianship research and practice. Knowledge Quest, 46(4), 20-27.
Veletsianos, G., Kimmons, R., Shaw, A. G., Pasquini, L. A., & Woodward, S. (2017). Selective openness and promotional broadcasts: Twitter use in Canada’s public universities. Educational Media International, 54(1), 1-19. Retrieved from http://dx.doi.org/10.1080/09523987.2017.1324363
Pasquini, L. A., & Evangelopoulos, N. (2017). Sociotechnical stewardship in higher education: A field study of social media policy documents. Journal of Computing in Higher Education, 29(2), 218-239. doi: 10.1007/s12528-016-9130-0
Veletsianos, G., Reich, J., & Pasquini, L. A. (2016). The life between big data log events: Learners’ strategies to overcome challenges in MOOCs. AERA Open, 2(3); 1–10. doi: 10.1177/2332858416657002
Pasquini, L. A., Wakefield, J. S., & Roman, T. (2014). Impact factor: Early career research & digital scholarship. TechTrends, 58(6), 12-13. doi 10.1007/s11528-014-0797-7
Chung, C. H., Pasquini, L. A., & Koh, C. E. (2013). Web-based learning management system considerations for higher education. Learning and Performance Quarterly 1(4), 24-37.
Joosten, T., Pasquini, L. A., & Harness, L. (2013). Guiding social media in our institutions. Planning for Higher Education, 41(2),125-135.
Other Relevant Publications (Non-Peer Reviewed)
Mardis, M. A., Jones, F. R., Colson, L., Pribesh, S., Kimmel, S., L., Schultz-Jones, B., Pasquini, L., & Gogia, L. (2018). Probing causal relationships between what school librarians do and what learners gain in school libraries. In Victor R. Lee, & Abigail L. Phillips (Eds.), Reconceptualizing libraries: Perspectives from the information and learning sciences (pp. 213-235). New York, NY: Rutledge.
Pasquini, L. A., & Steele, G. (2016). Technology in academic advising: Perceptions and practices in higher education. NACADA Technology in Advising Commission Sponsored Study. figshare. Retrieved from https://dx.doi.org/10.6084/m9.figshare.3053569.v7
Guidry, K. R., & Pasquini, L. A. (2016). Twitter chat as an informal learning tool: A case study using #sachat. In H. Yang, & S. Wang (Eds.) Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 1122-1139). Hershey, PA: Information Science Reference. Reprint from 2013.
Pasquini, L. A. (2016). Setting the course: Strategies for writing digital and social guidelines. New Directions for Student Services, 2016 (155), 91-104. doi: 10.1002/ss.20185