Book Chapters
Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2020). Triangulating identity, groups and objects: a university case. The Routledge international handbook of research on dialogic education. (pp. 509-523) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429441677-41
Soyoof, A., Vazquez-Calvo, B. and McLay, K. (2020). Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions. Inclusive Theory and Practice in Special Education. (pp. 156-173) edited by van Rensburg, H. and O'Neill, S.. Hershey, PA United States: IGI Global. doi: 10.4018/978-1-7998-2901-0.ch008
Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2019). Triangulating identity, groups and objects. A university case.. The Routledge International Handbook of Research on Dialogic Education. (pp. 509-524) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon; New York, NY: Routledge Editor. doi: 10.4324/9780429441677
Journal Articles
D'Aprile, Gianvito and McLay, Katherine (2020). Toward a psychosocial model of employees’ participation in corporate social responsibility. Evidence from Italian small and medium-sized enterprises. Journal of Promotion Management. doi: 10.1080/10496491.2020.1829772
Ritella, Giuseppe, Di Maso, Rosa, McLay, Katherine, Annese, Susanna and Ligorio, Maria Beatrice (2020). Remembering, reflecting, reframing: examining students’ long-term perceptions of an innovative model for university teaching. Frontiers in Psychology, 11 565, 565. doi: 10.3389/fpsyg.2020.00565
McLay, Katherine Frances and Reyes, Vicente Chua (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology, 35 (6), 15-29. doi: 10.14742/ajet.5552
McLay, Katherine Frances and Reyes Jr, Vicente Chua (2019). Problematising technology and teaching reforms: Australian and Singapore perspectives. International Journal of Comparative Education and Development, 21 (4), 277-294. doi: 10.1108/IJCED-10-2018-0045
McLay, Katherine Frances and Renshaw, Peter David (2019). Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal, 46 (1) berj.3565, 44-57. doi: 10.1002/berj.3565
Soyoof, Ali and McLay, Katherine Frances (2018). The impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning, 14 (1), 45-58.
Impedovo, M. A., Ligorio, M. B. and McLay, K. F. (2018). The “friend of zone of proximal development” role: ePortfolios as boundary objects. Journal of Computer Assisted Learning, 34 (6), 753-761. doi: 10.1111/jcal.12282
McLay, Katherine F. (2018). Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse, 40 (6), 1-16. doi: 10.1080/01596306.2018.1457625
McLay, Katherine, Renshaw, Peter and Phillips, Louise Gweneth (2017). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68-78. doi: 10.1016/j.ijer.2016.05.009
D'Aprile, Gianvito , Racano, Margherita , Annese, Susanna and McLay, Katherine (2016). Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice. QWERTY - Open and Interdisciplinary Journal of Technology, Culture and Education, 11 (1), 44-62.
Thesis
McLay, Katherine Frances (2016). iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.190