Author: Yasmin B. Kafai
Born in Germany, Dr. Kafai undertook her studies on learning theories and technologies in France, Germany, and the United States. She received her doctorate from Harvard University while working with Seymour Papert at the MIT Media Laboratory. From 1994 to 2008, she was on the faculty of the UCLA Graduate School of Education & Information Studies.
Her research on children's learning as designers of games, simulations, and virtual worlds has received generous funding from the National Science Foundation, the Spencer Foundation, and the MacArthur Foundation. She was one of the first educators to receive an Early Career Award from the National Science Foundation in addition to a postdoctoral fellowship from the National Academy of Education.
As part of her policy work, she wrote Under the Microscope: A Decade of Gender Equity Interventions in the Sciences (2004) and worked on Tech-Savvy Girls: Educating Girls in the Computer Age (2000), a report for the American Association of University Women. At the National Academy of Sciences, she briefed the Telecommunication and Computer Science Board for Being Fluent with Information Technology (1999) and is currently on the steering committee for the workshop series Computational Thinking for Everyone.
A past president of the International Society of the Learning Sciences (ISLS), she is now the executive editor of the Journal of the Learning Sciences, together with Cindy Hmelo-Silver.
Kafai, Yasmin B., Fields, Deborah A., Burke, William Q. (2010): Entering the Clubhouse: Case Studies of Young Programmers Joining the Online Scratch Commu. In JOEUC, 22 (2) pp. 21-35. https://www.igi-global.com/Bookstore/Article.aspx?TitleId=42076
Resnick, Mitchel, Maloney, John, Monroy-Hernández, Andrés, Rusk, Natalie, Eastmond, Evelyn, Brennan, Karen, Millner, Amon, Rosenbaum, Eric, Silver, Jay S., Silverman, Brian, Kafai, Yasmin B. (2009): Scratch: programming for all. In Communications of the ACM, 52 (11) pp. 60-67. https://dl.acm.org/doi/10.1145/1592761.1592779
Gilliland-Swetland, Anne J., Kafai, Yasmin B., Landis, William E. (2000): Application of Dublin Core metadata in the description of digital primary sources in eleme. In JASIST - Journal of the American Society for Information Science and Technology, 51 (2) pp. 193-201.
Kafai, Yasmin B. (1996): Software by Kids for Kids. In Communications of the ACM, 39 (4) pp. 38-39.
Guzdial, Mark, Kafai, Yasmin B., Carroll, John M., Fischer, Gerhard, Schank, Roger, Soloway, Elliot, Shneiderman, Ben (1995): Learner-Centered System Design: HCI Perspective for the Future. In: Proceedings of DIS95: Designing Interactive Systems: Processes, Practices, Methods, & Techniques , 1995, . pp. 143-147.
Kafai, Yasmin B. (2003): Children designing software for children: what can we learn?. In: Proceedings of ACM IDC03: Interaction Design and Children , 2003, . pp. 11-12. https://doi.acm.org/10.1145/953536.953539
Peppler, Kylie A., Kafai, Yasmin B. (2008): Youth as media art designers: workshops for creative coding. In: Proceedings of ACM IDC08 Interaction Design and Children , 2008, . pp. 137-140. https://doi.acm.org/10.1145/1463689.1463740
Heller, Rachelle S., Kinnen, Derek, Kafai, Yasmin B. (1995): Multimedia and Education: Magic, Myth or Miracle Cure? (Panel). In: ACM Multimedia 1995 , 1995, . pp. 361-362. https://doi.acm.org/10.1145/217279.215292
Kafai, Yasmin B., Peppler, Kylie A., Burke, Quinn, Moore, Michael, Glosson, Diane (2010): Fröbel's forgotten gift: textile construction kits as pathways into play, design and . In: Proceedings of ACM IDC10 Interaction Design and Children , 2010, . pp. 214-217. https://doi.acm.org/10.1145/1810543.1810574
Burke, Quinn, Kafai, Yasmin B. (2010): Programming & storytelling: opportunities for learning about coding & composition. In: Proceedings of ACM IDC10 Interaction Design and Children , 2010, . pp. 348-351. https://doi.acm.org/10.1145/1810543.1810611
Kafai, Yasmin B., Fields, Deborah A., Searle, Kristin A. (2011): Everyday creativity in novice e-textile designs. In: Proceedings of the 2011 Conference on Creativity and Cognition , 2011, . pp. 353-354. https://dx.doi.org/10.1145/2069618.2069692