Tech-Augmented Co-Creativity Lab (TACCL)

led by Dr. Jianwei Zhang at the University at Albany, State University of New York

Refereed Journals and Proceedings | Invited Speeches/Keynotes

Refereed Journals, Proceedings/Presentations, and Book Chapters

2026

Carol K.K. Chan, Jianwei Zhang, Marlene Scardamalia et al. From Provocations to Possibilities: Knowledge Building and the Future of CSCL with Generative AI, 06 November 2026, PREPRINT (Version 1) available at Research Square [https://doi.org/10.21203/rs.3.rs-11463416/v1]

Zhang, J. (2026, under review). Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI. Preprint at https://arxiv.org/abs/2603.18117

In the age of AI, the core function of human minds shifts from intellectual operators who perform cognitive work to intellectual stewards who govern cognitive work distributed across human and AI systems. This shift calls for a capacity that rises above knowledge and intelligence themselves: a form of wisdom that directs how distributed intellectual resources are marshaled toward meaningful and ethical goals in a dynamically changing context.

Vokatis, B., Zhang, J., Sun, Y., & Bogouslavsky, M. (2026). An Expanded View of Literacy for Knowledge Creation: How Do Students Read, Write, and Interact to Build Scientific Knowledge across Classrooms? Information and Learning Sciences, 127 (3-4), 195–220. https://doi.org/10.1108/ILS-09-2024-0120

Sherafat, A., Isaac, A., Zhang, J., Guo, D., Underwood, T., Ding, L., Hower, L., Muirhead, J., & Kerr, J. (2026). Cultivate future-oriented identities among high school students through authentic experience. In Litts, B. K., DeLiema, D., Lee, C., Krist, S. Mawasi, A., Martin, L., & Kumpulainen, K. (Eds.), Proceedings of the 20th International Conference of the Learning Sciences - ICLS 2026 (pp. 801-809). International Society of the Learning Sciences. https://doi.org/10.22318/icls2026.424056

Kong, Y., Zhang, J., & Isaac, A. (2026). Knowledge Network for Innovations in Learning and Teaching (KNILT): Teacher learning through knowledge creation. In Rosé, C., Gweon, G., Asterhan, C., & Keune, A. (Eds.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026 (pp. 429-433). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2026.203824

Ding, L., Zhang, J., Underwood, T., Qi, W., Guo, D., Sherafat, A., Hower, L., Muirhead, J., & Dunn, M. (2026). Reflective assessment for authentic research among high school students: Enhancing epistemic agency for knowledge building. In Rosé, C., Gweon, G., Asterhan, C., & Keune, A. (Eds.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026 (pp. 761-763). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2026.902529

Isaac, A. & Zhang, J. (2026). Agentic synthesis in professional development: How teachers recontextualize knowledge by creating mini-courses for peer teacher learning?. In Litts, B. K., DeLiema, D., Lee, C., Krist, S. Mawasi, A., Martin, L., & Kumpulainen, K. (Eds.), Proceedings of the 20th International Conference of the Learning Sciences - ICLS 2026 (pp. 3046-3048). International Society of the Learning Sciences. https://doi.org/10.22318/icls2026.262879

Cao, L., Soliman, D., Chan, C. K., Bereiter, C., Scardamalia, M., Naganuma, S., Minematsu, T., Oshima, J., Cheng, J., Leung, V., Zhao, Y., Wang, C., Chen, B., Laferrière, T., Allaire, S., Benjamin, A., Hod, Y., Zhang, J., Sun, Y., Kammu, S., Chen, M., Underwood, T., Tan, S. C., Tan, Y. Y., Teo, C. L., Yuan, G., & Feng, X. (2026). Rise above state-of-the-art: Designing new possibilities of GenAI for knowledge building. In Rosé, C., Gweon, G., Asterhan, C., & Keune, A. (Eds.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026 (pp. 577-588). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2026.747522

2025

Underwood, T., Zhang, J., Guo, D., Song, G., Espinosa, K., Ding, L., Hower, L, Muirhead, J., & Kerr, J. (2025). A design experiment on Knowledge Building in the real world: High school students work with community partners to investigate authentic challenges. QWERTY - Interdisciplinary Journal of Technology, Culture and Education, 20(2), 45-79. https://doi.org/10.30557/QW000101

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Zhang, J., Sun, Y., & Underwood, T. (2025). “Research is like a wild animal”: What do student-generated metaphors reveal about their understanding of research? In A. Rajala, A. Cortez, H. Hofmann, A. Jornet, H. Lotz-Sisitka, & L. Markauskaite (Eds.), Proceedings of the 19th International Conference of the Learning Sciences (ICLS 2025) (pp. 1953–1957). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.403402

📌 Explores students’ metaphorical conceptions of research and proposes “research literacy” as a critical goal in education. 👥 Includes student co-author.

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Guo, D., Zhang, J., Underwood, T., Ding, L., Sherafat, A., Song, G., Hower, L., Muirhead, J., & Kerr, J. (2025). Teacher co-design for student-driven authentic research with community partners. In A. Rajala, A. Cortez, H. Hofmann, A. Jornet, H. Lotz-Sisitka, & L. Markauskaite (Eds.), Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2025) (pp. 3067–3068). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.541299

📌 Reports a teacher–researcher co-design initiative for community-connected student research. 👥 Multiple student contributors.

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Ding, L., Sherafat, A., Zhang, J., Underwood, T., Guo, D., Muirhead, J., Hower, L., & Kerr, J. (2025). Cultivate a research mindset: How do high school students understand and approach authentic research? In J. Oshima, B. Chen, F. Vogel, & J. Järvelä (Eds.), Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning (CSCL 2025) (pp. 178–186). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2025.829130

🏆 *Outstanding Student Paper Nomination*.

📌 Examines students’ understanding of authentic research, proposing “research mindset” as an educational outcome. 👥 Includes student co-authors.

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Jurow, A. S., & Zhang, J. (2025). Note from the outgoing editors. Journal of the Learning Sciences, 34(1), 1–7. https://doi.org/10.1080/10508406.2025.2495538

📌 Reflects on editorial leadership and future directions of the journal.

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Park, H., & Zhang, J. (2025). Teacher noticing to scaffold knowledge-building inquiry in two grade 5 classrooms. Instructional Science, 53(2), 123–145. https://doi.org/10.1007/s11251-024-09703-6

📌 Explores how teachers notice and respond to unfolding student discourse using knowledge-building pedagogy. 📄 Full Text

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Sun, Y., & Zhang, J. (2025). Cross-classroom collaboration for knowledge building: An analysis of teachers’ epistemological framing and classroom practices. Learning: Research and Practice. Advance online publication. https://doi.org/10.1080/23735082.2025.2509609

📌 Analyzes how two teachers supported meta-space collaboration through epistemic framing and facilitation practices.

2024

Team members and collaborators at ISLS 2023, Montreal

Zhang, J., Song, G., Underwood, T., Guo, D., Espinosa, K., Hower, L., Muirhead, J., & Kerr, J. (2024). Cultivate research literacy: High school students work with community partners to investigate real-world challenges. In R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) (pp. 690–697). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.111297

📌 Describes how high school students engaged in authentic research with community partners, advancing the idea of “research literacy.”

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Zhou, H., & Zhang, J. (2024). Build resilience in knowledge-building communities: Teacher’s growth mindset-oriented feedback to support grade 5 students’ yearlong science inquiry. In R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) (pp. 1382–1385). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.323952

📌 Examines how a teacher's feedback, grounded in a growth mindset, supported students’ long-term resilience and engagement in science inquiry.

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Sun, Y., & Zhang, J. (2024). A meta-space for “super notes”: How two teachers supported cross-classroom collaboration for knowledge building. In J. Clarke-Midura, I. Kollar, X. Gu, & C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning (CSCL 2024) (pp. 131–138). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2024.108008

📌 Analyzes how “super notes” in a digital meta-space helped bridge inquiry across multiple classrooms.

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Yuan, G., Teo, C. L., Chu, Z., Zhang, J., Chen, M. F., Zhong, T., Chang-Sundin, C. Y., Lee, A. V., & Aloysius, O. K. (2024). Detecting patterns of idea novelty and complexity in student knowledge-building discourses. In J. Clarke-Midura, I. Kollar, X. Gu, & C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning (CSCL 2024) (pp. 241–244). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2024.527505

📌 Presents a new analytic approach for identifying novel and complex ideas in collaborative student discourse.

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Kashi, S., Hod, Y., Yuan, G., & Zhang, J. (2024). Supporting students’ inquiry through doubly authentic learning designs: Four configurations of interests, domain, and identity. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00818-5

📌 Proposes four configurations for designing inquiry that is both personally meaningful and academically authentic.

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Underwood, T., Espinosa, K., Guo, D., Zhang, J., & Song, G. (2024). Community partners’ perspectives on their work with high school students in authentic research experiences. Paper presented at the Annual Meeting of the American Educational Research Association (AERA 2024), Philadelphia, PA.

📌 Highlights insights from community partners engaged in student-led research initiatives.

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Guo, D., Song, G., Underwood, T., Espinosa, K., & Zhang, J. (2024). Three teachers’ problem space explorations in co-constructing an interdisciplinary community for providing authentic research experiences. Paper presented at the Annual Meeting of the American Educational Research Association (AERA 2024), Philadelphia, PA.

📌 Investigates how teachers co-navigated complex design spaces to build research-rich learning communities.

2023

Zhang, J. (August 2023). *Learning for knowledge creation: How to design open and creative communities.* Invited keynote address at the Global Chinese Conference on Inquiry-Based Learning, Guangzhou, China.

: 📌 Explores learning environments that foster creativity and collective knowledge advancement.

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Kashi, S., Hod, Y., Lee, A., Yuan, G., Cohen, E., Bielaczyc, B., Chen, B., & Zhang, J. (2023). Infrastructuring for knowledge building: Advancing a framework for sustained innovation. ''QWERTY – Interdisciplinary Journal of Technology, Culture and Education, 18''(1), 139–156. [Full issue](http://www.ckbg.org/qwerty/index.php/qwerty/issue/view/49)

: 📌 Proposes a framework for sustained innovation through infrastructuring of knowledge building practices.

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Zhang, J., Vokatis, B., & Sun, Y. (2023). Literacy for knowledge building in two partnering science classrooms. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), ''Proceedings of the 17th International Conference of the Learning Sciences (ICLS 2023)'' (pp. 712–719). Montreal, QC: ISLS. [PDF](https://repository.isls.org/bitstream/1/10319/1/ICLS2023_712-719.pdf)

: 📌 Highlights how science classrooms develop disciplinary literacy through sustained knowledge building.

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Yuan, G., Zhang, J., & Park, H. (2023). Detecting patterns of constructed collaborative novelty in online discourse in knowledge building communities. In ''ICLS 2023'' (pp. 1366–1369). [PDF](https://repository.isls.org/bitstream/1/9922/1/ICLS2023_1366-1369.pdf)

: 📌 Introduces a method for identifying novel ideas co-constructed in online learning environments.

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Park, H., & Zhang, J. (2023). Teacher reflective noticing and scaffolding for student-driven knowledge-building inquiry. In ''ICLS 2023'' (pp. 1054–1057). [PDF](https://repository.isls.org/bitstream/1/9839/1/ICLS2023_1054-1057.pdf)

: 📌 Shows how teacher reflection informs real-time support for collaborative student inquiry.

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Chen, B., Scardamalia, M., Bereiter, C., Zhang, J., Park, H., Teo, C. L., Yuan, G., et al. (2023). Infrastructuring for knowledge building. In ''CSCL 2023'' (pp. 327–336). Montreal, QC: ISLS. [PDF](https://repository.isls.org/bitstream/1/9226/1/CSCL2023_327-336.pdf)

: 📌 Synthesizes global efforts to build infrastructure supporting knowledge building across contexts.

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Zhang, J., Song, G., Guo, D., Underwood, T., Espinosa, K., Hower, L., Muirhead, J., & Kerr, J. (2023). Build an interdisciplinary community for authentic research experiences (I-CARE) among high school students. Paper presented at the ''Knowledge Building Summer Institute (KBSI 2023)'', Montreal, QC.

: 📌 Describes efforts to cultivate interdisciplinary, research-rich learning communities in high schools.

2022

Pesaresi, S., & Zhang, J. (September 2022). *Co-constructing and framing shared foci in collaborative open-ended inquiry.* Paper presented at the Joint Conference of EARLI SIGs 20 (“Inquiry Learning”) and 26 (“Argumentation, Dialogue and Reasoning”), Utrecht, the Netherlands.

: 📌 Highlights how shared focus and framing emerge in open-ended collaborative inquiry.

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Yuan, G., Zhang, J., & Chen, M.-C. (2022). *Cross-community knowledge building with Idea Thread Mapper.* ''International Journal of Computer-Supported Collaborative Learning, 17''(2), 293–326. [DOI](https://doi.org/10.1007/s11412-022-09371-z)

: 📌 Explores four Grade 5 classrooms using ITM to generate “super notes” and synthesize cross-classroom ideas on human biology. Demonstrates how technology-enabled meta-space supports dynamic, expansive collaboration.

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Tao, D., & Zhang, J. (2022). *Creative inquiry: Classroom organization and technology support.* ''Open Education Research (开放教育研究), 28''(3), 4–17. [Full text (in Chinese)](http://openedu.sou.edu.cn/upload/qikanfile/202206180000503606.pdf)

: 📌 Discusses design strategies for structuring creative inquiry environments in classrooms.

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Zhang, J., Tian, Y., Yuan, G., & Tao, D. (2022). *Epistemic agency for co-structuring expansive knowledge building practices.* ''Science Education, 106''(4), 890–923. [DOI](https://doi.org/10.1002/sce.21717)

: 📌 Using ethnographic methods, this study shows how Grade 5 students shaped inquiry directions and group structures over a 7-month science project to co-construct deep disciplinary understanding.

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Underwood, T., Park, H., & Zhang, J. (2022). *Co-Construct learning spaces to sustain collaborative knowledge building during COVID-19 school closures.* In A. Weinberger et al. (Eds.), ''CSCL 2022 Proceedings'' (pp. 211–218). ISLS. [PDF](https://repository.isls.org/handle/1/8278)

: 📌 Illustrates adaptive learning space design during remote schooling, sustaining idea-building across time and platforms.

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Park, H., & Zhang, J. (2022). *Learning analytics for teacher noticing and scaffolding: Facilitating knowledge building progress in science.* In A. Weinberger et al. (Eds.), ''CSCL 2022 Proceedings'' (pp. 147–154). ISLS. [PDF](https://repository.isls.org/handle/1/8269)

: 📌 Shows how learning analytics help teachers detect idea progress and time their scaffolding moves.

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Wiebe, J. P., Slotta, J. D., Smørdal, O., Amundrud, A., Rasmussen, I., Zhang, J., Chen, M.-H., Hod, Y., Kashi, S., et al. (2022). *A cross-cutting introduction to technologies for learning communities.* In Oshima, J., Mochizuki, T., & Hayashi, Y. (Eds.), ''ISLS Annual Meeting 2022 Proceedings'' (pp. 80–83). Hiroshima, Japan: ISLS.

: 📌 Reviews a range of educational technologies supporting distributed learning communities.

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Hod, Y., Cohen, E., Kashi, S., Yuan, G., Lee, A., Zhang, J., & Chen, B. (2022). *Knowledge building infrastructure.* Symposium presented at the ''Knowledge Building Summer Institute (KBSI 2022)'', Wageningen, the Netherlands.

: 📌 A collaborative symposium on advancing infrastructure for sustained innovation in knowledge building.

2021

Tao, D., & Zhang, J. (2021). *Agency to transform: How did a Grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?* International Journal of Computer-Supported Collaborative Learning, 16(3), 403–434. DOI

📌 Investigates how Grade 5 students exercised epistemic agency over a yearlong inquiry, evolving their own shared “big questions” and structuring discourse to deepen collaborative knowledge building.

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Law, N., Zhang, J., & Peppler, K. (2021). *Sustainability and scalability of CSCL innovations.* In U. Cress et al. (Eds.), International Handbook of CSCL (pp. 121–141). Springer. Link

📌 Synthesizes key strategies and principles that promote the long-term sustainability and broader scaling of CSCL innovations in diverse educational contexts.

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Park, H., & Zhang, J. (2021). *Supporting teachers’ noticing and scaffolding with Knowledge Building Analytics.* In A. Wichmann et al. (Eds.), ISLS 2021 General Proceedings (pp. 125–126). Bochum, Germany: ISLS.

📌 Demonstrates the role of analytics in enhancing teacher decision-making during inquiry-based learning.

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Amundrud, A., Smørdal, O., Zhang, J., Chen, M.-H., Kalir, J., Chen, B., et al. (2021). *Advancing technology environments for learning communities.* In C. Hmelo-Silver et al. (Eds.), CSCL 2021 Proceedings (pp. 239–245). ISLS. Link

📌 A collaborative exploration of how learning environments are evolving to support distributed communities of inquiry and practice.

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Pesaresi, S., & Zhang, J. (2021). *Teacher support of emergent shared regulation for dynamic collaborative inquiry.* In C. Hmelo-Silver et al. (Eds.), CSCL 2021 Proceedings (pp. 59–66). ISLS. Link

📌 Focuses on teacher strategies that foster shared regulation and dynamic coordination of collaborative inquiry.

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Yuan, G., Zhang, J., & Chen, M.-H. (2021). *Using Idea Thread Mapper to support cross-classroom “super talk” among four Grade 5 Knowledge Building communities.* In C. Hmelo-Silver et al. (Eds.), CSCL 2021 Proceedings (pp. 115–122). ISLS. Link

📌 Describes how ITM was used to connect parallel classroom inquiries through shared meta-discourse and collaborative synthesis.

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Park, H., & Zhang, J. (2021). *Knowledge Building Analytics to Support Teacher Noticing and Scaffolding.* Paper presented at the Knowledge Building Summer Institute (KBSI 2021, virtual), Toronto, ON.

📌 Reports teacher-facing analytic tools that support timely, responsive intervention in classroom discourse.

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Yuan, G., Tao, D., Zhang, J., & Chen, M.-H. (2021). *Supporting metadiscourse within and across Knowledge Building communities: Student-led analytics with Idea Thread Mapper (ITM).* Working session at KBSI 2021, virtual, Toronto, ON.

📌 Discusses how students themselves used ITM to reflect on and advance their knowledge building across classrooms.

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Tao, D., & Zhang, J. (2021). *Implementing emergent design to foster student epistemic agency in a Grade 5 science community.* Paper presented at the AERA 2021 Annual Meeting (virtual), April 8–12. Washington, DC.

📌 Describes emergent pedagogical design to promote student-driven inquiry trajectories.

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Yuan, G., & Zhang, J. (2021). *Designing and testing the Novelty Analytic Framework for collaborative online discourses in Knowledge Building communities.* Paper presented at the AERA 2021 Annual Meeting (virtual), April 8–12. Washington, DC.

📌 Introduces and evaluates an analytic framework to assess novelty within online collaborative discourse.

2020

Zhang, J., Yuan, G., & Bogouslavsky, M. (2020). *Give student ideas a larger stage: Support cross-community interaction for knowledge building.* International Journal of Computer-Supported Collaborative Learning, 15(4), 389–410. DOI

📌 Examines how “super notes” functioned as epistemic boundary objects to support knowledge advancement between two Grade 5/6 classrooms engaged in sustained science inquiry.

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Guo, L., & Zhang, J. (2020). *Creative learning through Knowledge Building—A learning sciences approach to future learning (invited interview).* Open Education Research (开放教育研究), 26(3), 4–10.

📌 Offers reflections on creative learning through the lens of Knowledge Building in a featured expert interview. (C: in Chinese)

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Zhang, J. (2020). *Creativity as Sustained Social Practices: Four Pillars for Creative Learning Design.* In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures (pp. 331–340). MIT Press. Link

📌 Proposes four foundational pillars for creative learning design, positioning creativity as a social practice grounded in collaborative knowledge advancement.

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Zhong, J., Yuan, G., Zhang, J., & Chen, M.-H. (2020). *Using digital textbooks as knowledge base to detect student idea development in collaborative discourse.* In S. Sosnovsky et al. (Eds.), Proceedings of the 2nd International Workshop on Intelligent Textbooks (AIED 2020). Link

📌 Explores how digital textbooks can support AI-based tracking of conceptual development within student discussions.

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Zhang, J., Yuan, G., Zhong, J., Pellino, S., & Chen, M.-H. (2020). *Enhancing Knowledge Building discourse with automated feedback on idea complexity.* In M. Gresalfi & I. S. Horn (Eds.), ICLS 2020 Proceedings (pp. 1697–1700). ISLS. Link

📌 Introduces automated analytics to assess and support the complexity of students’ online discourse in Knowledge Building environments.

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Pesaresi, S., & Zhang, J. (2020). *Collaborative and emergent regulation of open-ended inquiry through semiotically mediated structures.* In M. Gresalfi & I. S. Horn (Eds.), ICLS 2020 Proceedings (pp. 2067–2068). ISLS. Link

📌 Investigates how classroom communities co-construct evolving structures (e.g., visual artifacts, digital scaffolds) to mediate collective regulation of inquiry.

2019

Yuan, G.*, & Zhang, J. (2019). Connecting knowledge spaces: Enabling cross-community knowledge building through boundary objects. British Journal of Educational Technology, 50(5), 2144–2161. https://doi.org/10.1111/bjet.12804

📌 Investigates the design of “super notes” as boundary objects across four grade 5 classrooms to promote cross-community inquiry and interaction.

Pesaresi, S.*, & Zhang, J. (2019). Negotiating uncertainty to develop a joint deepening focus in Knowledge Building discourse. In K. Lund et al. (Eds.), CSCL 2019 Proceedings. Lyon, France: ISLS. https://repository.isls.org//handle/1/4459

📌 Examines how student groups navigate uncertainty and coordinate their inquiry focus through emergent dialogue in Knowledge Building.

Zhang, J., & Chen, M.-H. (2019). Idea Thread Mapper: Designs for sustaining student-driven Knowledge Building across classrooms. In K. Lund et al. (Eds.), CSCL 2019 Proceedings (Vol. 1, pp. 144–151). https://repository.isls.org//handle/1/4396

📌 Introduces key design features of Idea Thread Mapper (ITM) to support ongoing, student-driven inquiries across classroom settings.

Yuan, G.*, Zhang, J., & Chen, M.-H. (2019). Cross-boundary interaction for sustaining idea development and Knowledge Building with Idea Thread Mapper. In K. Lund et al. (Eds.), CSCL 2019 Proceedings. https://repository.isls.org/handle/1/4439

📌 Highlights the role of cross-boundary discourse supported by ITM in enabling sustained idea development.

Park, H.*, & Zhang, J. (2019). Reflective assessment for idea improvement through collective concept mapping. In K. Lund et al. (Eds.), CSCL 2019 Proceedings. https://repository.isls.org/handle/1/4472

📌 Investigates students’ use of collaborative concept mapping to evaluate and refine scientific ideas.

Zhang, J., & Lee, J.* (2019). Building on collective prior knowledge for Knowledge Building across school years. In CSCL 2019 Symposium on The Role of Knowledge in Knowledge Building. https://repository.isls.org/handle/1/4503

📌 Discusses longitudinal Knowledge Building and how current cohorts build on the contributions of past student communities.

Tao, D.*, & Zhang, J. (2019). Reflective structuration of Knowledge Building practices in Grade 5 science classrooms. Paper presented at the International Knowledge Building Summer Institute (KBSI 2019). Beijing, China.

📌 Explores classroom-wide strategies of reflection and structural adaptation to sustain long-term inquiry.

Yuan, G.*, Zhang, J., Chen, M.-H., Gagnon, P., & Kirk, S. (2019). Supporting cross-classroom interaction for Knowledge Building with Idea Thread Mapper. Paper presented at AERA 2019, Toronto, ON.

📌 Describes the use of ITM to enable online interactions between multiple classrooms.

Yuan, G.*, & Zhang, J. (2019). Learning from crossing boundaries in Knowledge Building community: A social network perspective. Paper presented at AERA 2019, Toronto, ON.

📌 Uses social network analysis to understand patterns of cross-classroom knowledge interaction.

Vokatis, B., & Zhang, J. (2019). Dialogic literacy enabled by cross-community interactions in scientific Knowledge Building. Paper presented at AERA 2019, Toronto, ON.

📌 Investigates how cross-classroom inquiry fosters dialogic literacy and deeper understanding of science topics.

Kici, D.*, Demjanenko, T.**, & Zhang, J. (2019). Designing interdisciplinary Knowledge Building in a grade-five community. Poster presented at AERA 2019, Toronto, ON.

📌 Describes interdisciplinary approaches to student inquiry combining science, literacy, and social issues.

Zhang, J., Chaleshtori, M. D.*, Park, H.*, Yuan, G.*, Harris, C.*, Zhou, H.*, & Zhao, R.* (2019). Improvisational structuring of Knowledge Building discourse in a grade 5 science classroom. Paper presented at AERA 2019, Toronto, ON.

📌 Highlights adaptive and evolving ways students co-structured their inquiry discourse during a long-term science project.

2018

Tao, D.*, & Zhang, J. (2018). Forming shared inquiry structures to support Knowledge Building in a Grade 5 community. Instructional Science, 46(4), 563–592. https://doi.org/10.1007/s11251-018-9462-4

📌 Describes how a class co-constructed “wondering areas” and inquiry models to guide yearlong science investigations.

Zhang, J., Tao, D.*, Chen, M.-H., Sun, Y., Judson, D.*, & Naqvi, S.* (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390–430. https://doi.org/10.1080/10508406.2018.1444992

📌 Proposes “reflective structuration” as a framework for sustained inquiry. Introduces ITM as a digital scaffolding tool.

🎥 Webinar: https://youtu.be/VDajiY9U2lk

Hod, Y., Zhang, J., Yuan, G.*, & Zhou, H.* (2018). Taking on the challenges of learning in the digital age: Grade 5 students’ mindsets and strategies in Knowledge Building communities. In ICLS 2018 Proceedings (Vol. 2, pp. 1033–1036). https://repository.isls.org/handle/1/550

📌 Explores how students develop mindsets and strategies for digital-age learning in KB classrooms.

Tao, D.*, Zhang, J., & Gao, D. (2018). Co-framing shared epistemic objects of inquiry to support Knowledge Building over a whole school year. In ICLS 2018 Proceedings (Vol. 2, pp. 784–791). https://repository.isls.org/handle/1/498

📌 Analyzes how shared inquiry objects help sustain long-term knowledge advancement in science.

Zhou, H.*, & Zhang, J. (2018). Dealing with changes and challenges: Grade 5 students’ experience with Knowledge Building pedagogy. In ICLS 2018 Proceedings (Vol. 2, pp. 1133–1136). https://repository.isls.org/handle/1/578

📌 Captures student perspectives on adapting to challenges during a full-year science inquiry using Knowledge Building.

Zhang, J., & Yuan, G.* (2018). Cross-classroom interaction for Knowledge Building: A design experiment in four grade 5 science classrooms. In ICLS 2018 Proceedings. Link

📌 Details how ITM supported collaboration and reflection across four classrooms.

Zhang, J., Chen, M.-H., & the ITM Team. (2018, August). The Idea Thread Mapper Project: Sustaining Knowledge Building across classrooms. Innovation session presented at KBSI 2018, Toronto, ON.

📌 Describes the project design and application of ITM across multiple classrooms.

Yuan, G.*, Zhang, J., Chen, M.-H., Gagnon, P.**, & Kirk, S.** (2018). Cross-boundaries in Knowledge Building communities with the support of ITM. Presented at KBSI 2018, Toronto, ON.

📌 Illustrates how ITM supports knowledge exchange across community boundaries.

Kici, D.*, & Zhang, J. (2018). An integrated inquiry about energy and environmental issues in a Grade 5 classroom. Presented at KBSI 2018, Toronto, ON.

NSF project summer institute with teachers

📌 Highlights how students connected science and sustainability topics through Knowledge Building.

Park, H.*, & Zhang, J. (2018). How are ideas advanced? A multifaceted investigation of discourse in Knowledge Building. Presented at KBSI 2018, Toronto, ON.

📌 Analyzes features of idea development and discourse improvement in student inquiry.

Yuan, G.*, Zhang, J., & Luo, C.* (2018, April). Cross-classroom interaction among four Grade 5 Knowledge Building communities. Paper presented at AERA 2018, New York, NY.

📌 Discusses implementation of cross-site student collaboration in science inquiry.

Park, H.*, & Zhang, J. (2018, April). Lexical and communicative features of Knowledge Building discourse in a Grade 5 science classroom. Paper presented at AERA 2018, New York, NY.

📌 Examines language use and interactional patterns in student Knowledge Building.

Vokatis, B., & Zhang, J. (2018, March). Building knowledge through literacy and technology in cross-community interaction. Paper presented at the 14th International Conference on Technology, Knowledge & Society, St John’s University, NY.

📌 Explores how digital platforms support integrated literacy and inquiry across classroom communities.

2017

Zhang, J., Bogouslavsky, M., & Yuan, G.* (2017). Cross-Community Interaction for Knowledge Building in Two Grade 5/6 Classrooms. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences. (Best Paper Nomination) https://repository.isls.org/handle/1/258

Tao, D.*, Zhang, J., & Gao, D. (2017). Reflective Structuration of Knowledge Building Practices in Grade 5 Science: A Two-Year Design-Based Research In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/306

Tao, D.*, & Zhang, J. (2017). How Did a Grade 5 Science Community Co-Construct Collective Structures of Inquiry? In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/197

de Jong, F., van den Ende, J., van Heijst, H., Matsuzawa, Y., Kirschner, P., Zhang, J., Chen, M., Chen, F., Rosé, C., Godinez, E. V., Ratté, S., Chen, B., Chan, C., van Aalst, J., Yang, C., Oshima, J., Hmelo-Silver, C., & Wise, A. (2017). Making a Difference: Analytics for Quality Knowledge-Building Conversations (A symposium). In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/209

Scardamalia, M., Bereiter, C., Laferrière, T., Bielaczyc, K., Chai, S., Chan, C. K., Chen, B., Chen, M., de Jong, F., del Castillo, F. D., Hakkarainen, K., Matsuzawa, Y., McAuley, A., Montané, M., Nunes, C., Reeve, R., Seitamaa-Hakkarainen, P., Oshima, J., Shirouzu, H., Tan, S. C., Teo, C. L., van Aalst, J., Vinha, T., & Zhang, J. (2017). Toward a Multi-Level Knowledge Building Innovation Network In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (pp. 703-710). Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/208

Tian, Y.*, & Zhang, J. (2017). Tracing the Inquiry of an Opportunistic Group in a Grade 5 Knowledge Building Community. A paper presentation at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Zhou, H.*, & Zhang, J. (2017). How Did a Grade 5 Community Co-Structure Driving Questions for Knowledge Building about Ecosystems? A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Yuan, G.*, & Zhang, J. (2017). Connecting the “Science Bubbles” of Four Grade 5 Knowledge Building Communities. A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Zhang, J., & Yuan, G.* (2017). Cross-Classroom Interaction for Sustained Inquiry. 2017 NSF video showcase “Advancing STEM Learning For All: Research and Design for Impact,” May 2017. http://videohall.com/p/990

Tian, Y.*, & Zhang, J. (2017). Student-Directed Sustained Inquiry in a Grade 5 Community Featuring Opportunistic Collaboration. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Tao, D.*, Zhang, J. (2017). Reflective Structuration of Sustained Deep Inquiry in a Grade 5 Classroom. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Tao, D.*, Zhang, J., Chen, X. (2017). Multilevel Reflections to Co-Frame Epistemic Objects of Inquiry for Sustained Knowledge Building Over a School Year. Poster to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Zhang, J. (2017) Cross-Community Interaction for Sustained Knowledge Building. A round table presentation at NSF Cyberlearning Summit 2017, April 18-19, 2017, Washington, DC.

2016

Chen, B., & Zhang, J. (2016). Analytics for knowledge creation: Towards Agency and Design-Mode Thinking. Journal of Learning Analytics, 3(2) 139-164. (Special Section: Learning Analytics for 21st Century Competencies). https://doi.org/10.18608/jla.2016.32.7

Vokatis, B., & Zhang, J. (2016). The professional identity of three innovative teachers engaging in sustained knowledge building using technology. Frontline Learning Research: An Official Journal of EARLI, 4 (1), 58-77. https://doi.org/10.14786/flr.v4i1.223

Tao, D.*, & Zhang, J. (2016). If you don’t tell us, how can we know what we are supposed to do? - A case study of a Grade 5 science community co-constructing collective structures to support sustained inquiry over a school year. In M. Wang, P. Kirschner, and S. Bridges (Eds.), Proceedings of the Workshop on Computer-Based Learning Environments for Deep Learning in Inquiry and Problem-Solving Contexts – The Pre-Conference Workshop at ICLS 2016 (pp. 31-36). Singapore.

Hod, Y., Ben-Zvi, D., Charles, E., Kali, Y., McDonald, S. P., Rook, M. M., Slotta, J. D., Weiss, P. T., Whittaker, C., Zhang, J. (2016). Challenges and Opportunities for Research and Design of Future Learning Spaces. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, V. Silber-Varod, (Eds.), Proceedings of the Eleventh Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (pp. 117-122). Ra’anana, Israel: The Open University.

Hod, Y., Charles, E. S., Acosta, A., Ben-Zvi, D., Chen, M., Choi, K., Dugdale, M., Kali, Y., Lenton, K., McDonald, S. P., Moher, T., Quintana, R. M., Rook, M. M., Slotta, J. D., Tietjen, P., Weiss, P. L., Whittaker, C., Zhang, J., Bielaczyc, K., & Kapur, M. (2016). Future Learning Spaces for Learning Communities: New Directions and Conceptual Frameworks (A symposium). In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 2) (pp.1061-1070). International Society of the Learning Sciences. https://repository.isls.org/handle/1/374

Chen, J.*, & Zhang. J. (2016). Design Collaborative Formative Assessment for Sustained Knowledge Building. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 1) (pp.647-654). International Society of the Learning Sciences. https://repository.isls.org/handle/1/175

Zhang, J. (2016). Connecting Idea Threads for Sustained Inquiry and Discourse. 2016 NSF video showcase “Advancing STEM Learning For All: Sharing Cutting Edge Work and Community Discourse,” May 17-23, 2016, http://videohall.com/p/770

Tao, D.* & Zhang, J. (2016). “If you don’t tell us, how can we know what we are supposed to do?” Paper presented at the Knowledge Building Summer Institute: Multi-Level Knowledge Innovation Networks. Singapore.

Tao, D.*, Zhang, J., & Gao, D. (2016). Co-generation of Pragmatic Structure to Support Sustained Inquiry over a School Year. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2016), Washington, DC.

2015

Tao, D.*, Zhang, J., & Huang, Y. (2015). How did a grade 5 community formulate progressive, collective goals to sustain knowledge building over a whole school year? In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (Vol. 1, pp. 419-426). Gothenburg, Sweden: International Society of the Learning Sciences. https://repository.isls.org/handle/1/436

Zhang, J., Chen, M.-H., Tao, D.*, Lee, J.*, Sun, Y., & Judson, D.* (2015). Fostering sustained knowledge building through metadiscourse aided by the Idea Thread Mapper. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (Vol. 1, pp. 166-173). Gothenburg, Sweden: International Society of the Learning Sciences. https://repository.isls.org/handle/1/404

Vokatis, B., & Zhang, J. (2015). Characterizing the professional identity of three teachers engaging in sustained knowledge building. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Sciences.

Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (2015). Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL.

2014

Jin, H., Zhang, J., & Sun, Y. (2014). Web-based knowledge building community: A study of the interaction between collective knowledge building and individual knowledge growth. China Educational Technology (Zhong Guo Dian Hua Jiao Yu), (4), 56-62. (C)

Sun, W.*, Zhang, J., Jin, H., & Lyu, S. (2014). Analyzing Online Knowledge Building Discourse Using Probabilistic Topic Models. In Joseph Polman, Elena Kyza, Kevin O'Neill, and Iris Tabak (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2014). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1200

Chen, M-H., Sun, Y., Zhang, J., Morley, E.**, & Messina, R.** (August 2014). Idea Thread Mapper: Visualizing and Assessing Collective Knowledge Progress in Knowledge Building Communities. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.

Chen, B., Teplovs, C., Zhang, J., Matsuzawa, Y., Hong, H-Y., Perreault, C., Philip, D., Scardamalia, M., & Bereiter, C. (2014). Knowledge building analytics: Where we were, where we are, and where we are headed. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.

Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (August 2014). Ongoing Metadiscourse and Reflection on Collective Knowledge Progress Fosters Sustained Knowledge Building. Paper Presented at the Knowledge Building Summer Institute, August 2014, Quebec City.

Zhang, J., Lee, J.*, & Chen, J.* (2014). Deepening Inquiry about Human Body Systems through Computer-Supported Metadiscourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.

Zhang, J., Chen, M.-H., Tao, D.* Naqvi, S.*, & Peebles, B.** (2014). Using Idea Thread Mapper to Support Collaborative Reflection for Sustained Knowledge Building. Poster presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.

2013

Zhang, J. (2013). Collaboration, technology, and culture. In Cindy Hmelo-Silver, Angela O’Donnell, Carol Chan, & Clark Chinn (Eds.), International Handbook of Collaborative Learning (pp.495-508). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/The-International-Handbook-of-Collaborative-Learning/Hmelo-Silver-Chinn-Chan-ODonnell/p/book/9780415805742

Zhang, J. (2013). A reflection on the advances and challenges of educational technology research in the US: A design science perspective. Peking University Education Review, 11(3), 32-48. (C)

Zhang, J., Chen, M.-H., Chen, J., & Mico, T. F.* (2013). Computer-Supported Metadiscourse to Foster Collective Progress in Knowledge-Building Communities. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 (pp.197-200). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1807

Chen, M.-H., Zhang, J. & Lee, J.* (2013). Making Collective Progress Visible for Sustained Knowledge Building. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 (pp.81-88). International Society of the Learning Sciences. (Best Design Paper Nomination) https://repository.isls.org/handle/1/1979

Sun, W.*, Lyu, S., Jin, H., Zhang, J. (2013). Analyzing Online Learning Discourse using Probabilistic Topic Models. The Neural Information Processing Systems Foundation (NIPS) Workshop on Data Driven Education. Tahoe, Nevada, December 2013.

Zhang, J., & Chen, M.-H. (2013). Foster Sustained, Collaborative Knowledge Building with Idea Thread Mapper. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013), San Francisco, CA.

Zhang, J. (2013). Foster a Self-Sustained, Collective Trajectory of Inquiry through Adaptive Collaboration. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013, San Francisco, CA) in a symposium “Researching classrooms as knowledge communities: New models for 21st century learning.”

2012

Zhang, J., & Chen, J. (2012). Building knowledge through the cyber space. In: Z. Yan (Ed.), Encyclopedia of Cyber Behavior (pp. 383-393). Hershey PA: IGI Global. [1]

Zhang, J. (2012). Designing Adaptive Collaboration Structures for Advancing the Community’s Knowledge. In: D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 201-224). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510

Dai, D., Zhang, J., & Yan, Z. (2012). Epilogue: Where are we and where are we going? In D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 268-282). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510

Zhang, J., Lee, J.*, & Wilde, J.* (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In Jan van Aalst, Kate Thompson, Michael J. Jacobson, and Peter Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences (pp.395-402). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2231

Zhang, J., Chen, M. -C., Li, H.*, Zhao, Y*., Chen, J.*, Rajbhandari, B. L.*, Sun, Y., Ferrer-Mico, T.*, Shaw, R.**, Peebles, B.**, & Naqvi, S.* (2012). Making Collective Progress Visible: The Design and Application of Idea Thread Mapper (ITM) for Sustained Knowledge Building. Knowledge Building Summer Institute: Building Cultural Capacity for Innovation. Institute for Knowledge Innovation and Technology, August 7-10, 2012, Toronto, Ontario, Canada.

Vokatis, B.*, & Zhang, J. (April 2012). Characterizing the identity of three knowledge building teachers. Poster presentation at the Annual Meeting of American Educational Research Association (AERA 2012, Vancouver, BC).

2011

Zhang, J., & Sun, Y. (2011). Reading for idea advancement in a grade 4 knowledge building community. Instructional Science, 39 (4), 429-452. https://doi.org/10.1007/s11251-010-9135-4

Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20 (2), 262–307. https://doi.org/10.1080/10508406.2011.528317

Zhang, J. (Chair), Scardamalia, M., Chan, C., van Aalst, J., Fung, Y. H., Tse, H. Morley, E., Messina, R., & Kolodner, J. (discussant) (2011, July). A Principle-Based Approach to Knowledge Building: Processes, Challenges, and Implications. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 1053-1058). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2406

Zhang, J., & Sun, Y. (2011, July). Quantified measures of online discourse as knowledge building indicators. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 72-79). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2531

Chuy, M., Zhang, J., Resendes, M.*, Scardamalia, M., & Bereiter, C. (2011, July). Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge? In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 57-63). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2499

Chuy, M., Scardamalia, M., Resendes, M., Chen, B., Tarchi, C., Messina, R., Morley, E., Hamel, C., Bielaczyc, K., & Zhang, J. (symposium discussant). (2011, July). Getting started and sustaining Knowledge Building. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (CSCL 2011) (pp. 1123-1125). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2417

Laferriere, T., Viilo, M., Seitamaa-Hakkarainen, P., Hakkarainen, K., Oshima, J., Scardamalia, M., Bereiter, C., Chen, B., Chuy, M., Resendes, M., van Aalst, J., Chan, C., Bielaczyc, K., Hong, H.-Y., & Zhang, J. (symposium discussant) (2011, July). Enhancing the Social and Cognitive Benefits of Digital Tools and Media. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 1111-1118). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2414

2010

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing deep understanding and literacy while addressing a gender-based literacy gap. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca

Hong, H-Y., Scardamalia, M., Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca

Gan, Y., Scardamalia, M., Hong, H-Y., & Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca

Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58 (2), 229-243. https://doi.org/10.1007/s11423-009-9137-6 (Outstanding Journal Article published in ETR&D, awarded by the International Division of the Association for Educational Communications and Technology)

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38 (2), 147-171.

Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences. https://repository.isls.org/handle/1/2712

Zhang, J., Teo, C. L.*, Caswell , B.**, Bogert, C.**, Messina. R.**, Morley. E.**, Peebles, B**. (2010). Sustaining Knowledge Building: A Longitudinal Look at an Elementary School Experience. Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 3-6, 2010. (Plenary Session).

Zhang, J., (2010). Scaffolding a knowledge building community as a dynamic creative system. Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.

Zhang, J. (2010). Enhancing creative knowledge work with collaborative technologies. Presented in a symposium: “Complex Ecologies: A Panel Discussion on Educational Research and Web 2.0 Technologies.” The Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.

2009

Zhang, J. (2009). Toward a creative social Web for learners and teachers. Educational Researcher, 38, 274-279.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7–44. https://doi.org/10.1080/10508400802581676

This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information.

This paper was included in the web-based research resource for informal science educators developed by the Exploratorium (www.research2practice.net). Bevan, B. (2011). Structuring emergent, collaborative learning through inquiry: An ISE research brief discussing Zhang et al.’s Designs for collective cognitive responsibility in knowledge-building communities. Exploratorium. CA: San Francisco.

A shortened Chinese version of this article was included in the following book as an example of design-based research: Wenjing Wang (Ed.) (2011), Design-based research. Shanghai: East China Normal University Press.

This article was used as a recommended reading on design-based research in the International Handbook of the Learning Sciences: Puntambekar, S. (2018). Design-Based Research (DBR). In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences. New York, NY: Routledge.

This article was used as a recommended reading on learning communities in the International Handbook of Computer-Supported Collaborative Learning: Hod, Y., & Teasley, S.D. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 145-161). Berlin: Springer.

Hong, H.-Y., Zhang, J., Teo, C. L., Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In: Proceedings of the 9th international conference on computer supported collaborative learning (CSCL 2009) - Volume 1 (pp.257-261). International Society of the Learning Sciences. Rhodes, Greece. https://repository.isls.org/handle/1/2953

2008

Zhao, Y., Zhang, G., Yang, W., Kirkland, D.E., Han, X., Zhang, J. (2008). A comparative study of educational research in China and the United States. Asia Pacific Journal of Education. 28 (1), 1 – 17. https://doi.org/10.1080/02188790701849826

Zhang, J., & Chan, C.K.K. (2008). Examining the growth of community knowledge in an online space. In: Workshop Proceedings of the International Conference on Computers in Education (ICCE 2008) (pp. 60-69). The Asia-Pacific Society for Computers in Education. Taipei, Taiwan.

Zhang, J., & Sun, Y. (2008). Knowledge building measures that matter. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.

Zhang, J. (2008). Technology-supported learning innovation in cultural contexts. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.

Zhang, J., Hong, H.-Y., Teo, C.*, Scardamalia, M., & Morley, E.** (2008). “Constantly going deeper:” Knowledge building innovation in an elementary professional community. Annual Meeting of American Educational Research Association, New York, NY.

Sun, Y., Zhang, J., & Scardamalia, M. (2008). Addressing gender gap in literacy through knowledge building: A follow-up analysis of different content areas. Annual Meeting of American Educational Research Association, New York, NY.

2007

Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 301-314. https://doi.org/10.1007/s11423-007-9040-y (Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology)

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. https://doi.org/10.1007/s11423-006-9019-0

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems; community knowledge; and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved.

Gan, Y. C., Scardamalia, M., Hong, H. Y., & Zhang, J. (2007). Making thinking visible: Growth in graphical literacy, Grades 3 and 4. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2007 (pp. 206-208). Rutgers, The State University of New Jersey, NJ. https://repository.isls.org/handle/1/3336

Zhang, J. (2007). What makes an elementary professional community innovative? The Knowledge Building/Knowledge Forum Summer Institute, Ontario Institute for Studies in Education, University of Toronto.

Zhang, J. & Chen, Q. (2007). Harnessing technology during the transition of learning cultures in the West and East. A paper presentation at the Working Joint IFIP (International Federation of Information Processing) Conference: Education Informatics, Mathematics, and ICT: A ‘Golden Triangle.’ Boston, MA, June 2007.

Zhang, J. & Scardamalia, M. (2007). Sustaining principle-based knowledge building innovation at an elementary school. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Sun, Y., Zhang, J., & Scardamalia, M. (2007). Closing the gender gap in literacy through knowledge building: An analysis of vocabulary growth. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Zhang, J. (2007). Culture-technology interaction and learning innovations in Asia. In a symposium: “Global Perspectives on Technology as a Change Agent in Teaching and Learning Identified by Educational Researchers in the International Federation of Information Processing” (Co-participants: Margaret Cox, Niki Davis, Andrea Kárpáti). The Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Hong, H. Y., Scardamalia, M. & Zhang, J. (2007). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.