Selected Peer Reviewed Journal Articles
Do, J., & Yamagata-Lynch, L. C., (2017). Designing and developing cell phone applications for qualitative research. Qualitative Inquiry 23(10), 757-767.
Yamagata-Lynch, L. C., Deshpande, D., R., Do, J., Garty, E., Mastrogiovanni, J. M., & Teauge, S. J. (2017). Net neutrality and implications to online learning. The International Review of Research in Open and Distance Learning 18(6), 243-260 .
Yamagata-Lynch, L. C., Do, J., Deshpande, D., R., Skutnik, A. L., Murphy, B., & Garty, E. (2017). Narrative inquiry with activity systems: A story about net neutrality. International Journal of Qualitative Methods. 16(1), 1-11.
Howard, C. D., Staples, C., Dubreil, S, & Yamagata-Lynch, L. C. (2016). Engaging the design process as a means for French language learning: The app farm design. International Journal of Designs for Learning. 7(3), 42-61.
Yamagata-Lynch, L. C., Skutnik, A. L., Garty, E, & Do, J. (2016). Interactionist qualitative research as a semiotic mediated activity. SAGE Open 6(3).
York, C. S., Yamagata-Lynch, L. C. & Smaldino, E. S. (2016). Adult reflection in a graduate-level online distance education course. Reflective Practice. 17(1), 40-58.
Yamagata-Lynch, L. C., & Paulus, T. (2015). Enacting collective design intentions in an online graduate level introductory instructional technology course. International Journal of Designs for Learning. 6(1), 26-53.
Yamagata-Lynch, L. C., Do, J., Skutnik, A. L., Thompson, D. J., Stephens, A. F., & Tays, C. A. (2015). Design lessons about participatory self-directed online learning in a graduate level instructional technology course. Open Learning. 30(2) 178-189. doi:10.1080/02680513.2015.1071244
Smaldino, S. & Yamagata-Lynch, L. C., (2015). The course-in-a- box: Design issues. TechTrends. 59(4), 71-77.
Yamagata-Lynch, L. C., Cowan, J., & Luetkehans, L. M., (2015). Transforming disruptive technology into sustainable technology: Understanding the front-end design of an online program at a brick-and-mortar university. The Internet and Higher Education. 26, 10-18. doi:10.1016/j.iheduc.2015.03.002
Yamagata-Lynch, L. C. & Luetkehans, L. M. (2014). Longitudinal design case of a university preservice technology integration curriculum. International Journal of Designs for Learning. 5(1), 25-42.
Yamagata-Lynch, L. C. (2010). Activity systems analysis methods for understanding complex learning environments. New York: Springer.
Selected Book Chapters
Medley, R. A., Nolley, C., Labriola, T., Brown, Y., Polowy, M., Lloyd, V., York, C. S., & Yamagata-Lynch, L., C. (in press). Evolutional and technological influences in design: A longitudinal examination of PRIDE design case. In M. J. Bishop et al. (Eds.), Handbook of Research on Educational Communications and Technology. New York, NY: Springer. doi: 10.1007/978-3-030-36119-8_39
Yamagata-Lynch, L. C., Chang, H. -H., Hayakawa, T., Mastrogiovanni, J., Shipley, L., Miller, C., & Terrica, D. (in press). Ahah, I’m a designer?!: Becoming empowered designers through course experiences.
Yamagata-Lynch, L. C. (2014). Understanding and examining design activities with Cultural Historical Activity Theory. In B. Hokanson & A. Gibbons (Eds). Design in educational technology: Design thinking, design process, and the design studio. pp. 89-106. New York: Springer.
Harness, M., & Yamagata-Lynch, L. C, (2016). Systemic tensions in American teacher unions: An activity systems analysis of teacher unions and their role in society. In D. Gedera, & P. Williams (Eds). Activity theory in education: Research and practice. pp. 71-85. Rotterdam, The Netherlands: Sense Publishers.
Yamagata-Lynch, L. (2013). Cultural historical activity theory. In R. Richey (Ed.) Encyclopedia of terminology of educational communications and technology. pp 69-71. New York: Springer.
Garty, E., Yamagata-Lynch, L. C., & IT595 2014 Course Members, (2015). Ethical needs for collecting citizen input for future planning in Cleveland, TN. University of Tennessee Smart Communities Course Report.