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Selfies for science: collaborative configurations around ScienceKit., , , , , , , and . CSCW Companion, page 133-136. ACM, (2014)Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education., , , , , , , , , and 10 other author(s). ICLS, International Society of the Learning Sciences, (2018)Scaffolding Authentic Scientific Inquiry Experiences for Early Elementary Learners using Wearable Technology., , , , , , , and . ICLS, International Society of the Learning Sciences, (2018)Connecting children's scientific funds of knowledge shared on social media to science concepts., , , , , , , , and . Int. J. Child Comput. Interact., (2019)SharedPhys: Live Physiological Sensing, Whole-Body Interaction, and Large-Screen Visualizations to Support Shared Inquiry Experiences., , , , , and . IDC, page 275-287. ACM, (2016)The Evolution of Engagements and Social Bonds During Child-Parent Co-design., , , , , , , and . CHI, page 3607-3619. ACM, (2016)Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children., , , , , and . IDC, page 201-210. ACM, (2013)Understanding Research Related to Designing for Children's Privacy and Security: A Document Analysis., , , , , , and . IDC, page 335-354. ACM, (2023)Designing to illuminate children's scientific funds of knowledge through social media sharing., , , , , , , , and . IDC, page 266-277. ACM, (2018)Justice-Centered Design Engagements with Children and Teens: : What's at Stake, the Actions we Take, and the Commitments we Make., , , , , , , and . IDC, page 666-669. ACM, (2021)