View source for Zhang Research Lab: Publications

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2022
Zhang, J., Tian, Y.*, Yuan, G.*, & Tao, D.* (accepted). Epistemic Agency for Co-Structuring Expansive Knowledge Building Practices. Science Education. 

Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning. 

Underwood, T.*, Park, H.*, & Zhang, J. (2022 accepted). Co-Construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19 School Closures. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences. 

Park, H.*, & Zhang, J. (2022 accepted). Learning Analytics for Teacher Noticing and Scaffolding: Facilitating Knowledge Building Progress in Science. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences. 

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. https://doi.org/10.1007/s11412-021-09353-7

Park, H.*, & Zhang, J. (2021). Supporting Teachers’ Noticing and Scaffolding with Knowledge Building Analytics. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021 (pp. 125-126). Bochum, Germany: International Society of the Learning Sciences (ISLS). 

Amundrud, A., Smørdal, O., Zhang, J., Chen, M.-H., Kalir, J., Chen, B., Chang, Y.-H., Groos, D., Wiebe, J.P., Slotta, J.D., & Hod, Y. (2021). Advancing Technology Environments for Learning Communities. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 239-245). Bochum, Germany: International Society of the Learning Sciences.

Pesaresi, S.*, & Zhang, J. (2021). Teacher Support of Emergent Shared Regulation for Dynamic Collaborative Inquiry. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 59-66). Bochum, Germany: International Society of the Learning Sciences. 

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. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 115-122). Bochum, Germany: International Society of the Learning Sciences. 


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. https://doi.org/10.1007/s11412-020-09332-4 
Guo, L., & Zhang, J. (2020). Creative learning through Knowledge Building--A learning sciences approach to future learning (an invited interview article). Open Education Research (Kai Fang Jiao Yu Yan Jiu), 26(3) 4-10. (C)
Zhong, J.*, Yuan, G.*, Zhang, J., & Chen, M.-H. (2020). Using Digital Textbooks as Knowledge Base to Detect Student Idea Development in Collaborative Discourse. Proceedings of the Workshop on Intelligent Textbooks at the International Conference on AI in Education (AIED 2020). Ifrane, Morocco: International AI in Education Society.
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.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 1697-1700). Nashville, TN: International Society of the Learning Sciences.
Pesaresi, S.*, & Zhang, J. (2020). Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 2067-2068). Nashville, TN: International Society of the Learning Sciences.
Dehghan-Chaleshtori, M.*, & Zhang, J. (2020). Dialogic Interaction of Language Learners in a Knowledge Building Community. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 681-684). Nashville, TN: International Society of the Learning Sciences.
Yuan, G.*, & Zhang, J. (2020). Idea Development Across Social Levels for Knowledge Building in Four Grade 5 Science Communities. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 2530-2536). Nashville, TN: International Society of the Learning Sciences.


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. 
Pesaresi, S.*, &  Zhang, J. (2019). Negotiating Uncertainty to Develop a Joint Deepening Focus in Knowledge Building Discourse. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences.
Zhang, J., & Chen, M.-H. (2019). Idea Thread Mapper: Designs for Sustaining Student-Driven Knowledge Building Across Classrooms. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 144-151). Lyon, France: International Society of the Learning Sciences. 
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, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences.
Park, H.*, & Zhang, J. (2019). Reflective Assessment for Idea Improvement through Collective Concept Mapping.  In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences.
Zhang, J., & Lee, J.* (2019). Building on Collective Prior Knowledge for Knowledge Building Across School Years: a paper in the symposium “The Role of Knowledge in Knowledge Building.” In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. 


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. (Special Issue: Revisiting Learning Communities: Innovations in Theory and Practice).
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.
•	A Journal of Learning Sciences (JLS) Webinar was organized on August 15, 2018 to discuss this article: https://youtu.be/VDajiY9U2lk 
•	This article was used as a recommended reading in the International Handbook of Computer-Supported Collaborative Learning: Paavola, S., & Hakkarainen, K. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rose, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 241-259). Berlin: Springer.

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 J. Kay and R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1033-1036). London, UK: International Society of the Learning Sciences. 
Tao, D.*, Zhang, J., & Gao, D. (2018). Co-framing shared epistemic objects of inquiry to support knowledge building over a whole school year. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp.784-791). London, United Kingdom: International Society of the Learning Sciences.
Zhou, H.*, & Zhang, J. (2018). Dealing with Changes and Challenges: Grade 5 Students’ Experience with Knowledge Building Pedagogy in a Yearlong Science Inquiry. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1133-1136). London, UK: International Society of the Learning Sciences.  
Zhang, J., & Yuan, G.* (2018). Cross-Classroom Interaction for Knowledge Building: A Design Experiment in Four Grade 5 Science Classrooms. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS). London, UK: International Society of the Learning Sciences. 

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)
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.
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.
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.


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). 
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.
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.
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.


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.
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.
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.


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.

2013
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.
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)


2012
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).

2011
Zhang, J., & Sun, Y. (2011). Reading for idea advancement in a grade 4 knowledge building community. Instructional Science, 39 (4), 429-452.
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.
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).
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).
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).
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).
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).


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. 
2010 Outstanding Journal Article published in ETR&D, awarded by the International Division of the Association for Educational Communications and Technology (AECT)
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. 

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.
•	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.

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.

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.

2007
Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 301-314. 
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.
Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology (AECT)

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.