Lin, C., Li, N., & Lee, E. (2023). Exploring the intersections of immigrant seniors’ digital literacies and social connectedness: a Canadian study. Frontiers in Education. 8:1250240. doi: 10.3389/feduc.2023.1250240

Baker, S., & Lin, C. (2022). Spreadable action: Mapping connections between the arts and action research through two arts-based research exhibitions about immigrant senior’s lived experiences through the pandemic. Canadian Journal of Action Research, 22(3), 9-31. https://journals.nipissingu.ca/index.php/cjar/article/view/584

Lin, C. (2021). Materiality and the meaning of aging. Visual Methodologies, 8(1), 37–45. https://doi.org/10.7331/vm.v8i1.131

Lawrence, J., Lin, C., & Can, I. (2019). Relational connections through the space of learning: Exploring youths’ experiences of filmmaking with comics. International Journal of Education Through Art, 15(3), 297–308. https://doi.org/10.1386/eta_00004_3

Mugambi, L., & Lin, C. (2019). In the flow of art making: Seniors improve their well-being. International Journal of Education Through Art, 15(2), 235–242. https://doi.org/10.1386/eta.15.2.235_3

Lawrence, J., Lin, C., & Irwin, R. (2017). Images, speech balloons, and artful representation: Comics as visual narratives of early career teachers. Journal of Sequential Art Narrative in Education, 2(2). http://digitalcommons.unl.edu/sane/vol2/iss2/3

Lin, C., Lawrence, J., & Irwin, R. (2016, Fall). Changing notions of teacher mentorship in British Columbia. The Canadian Association of Principals Journal, 2(2), 44–47. http://cdnprincipals.org/blog/category/cap-journal/

Lin, C., Lawrence, J., & Irwin, R. (2016). Why is teacher mentorship essential to the school community? Teacher: Magazine of the BC Teachers’ Federation, 29(1), 18–19.

Lin, C., Lawrence, J., & Irwin, R (2015). Katrina’s story: Mentorship confidential. Teacher: Magazine of the BC Teachers’ Federation, 27(5), 8–9. https://www.bctf.ca/TeacherNewsmagSepOct2016/

Lin, C., & Bruce, B. (2013). Engaging youth in underserved communities through digital-mediated art learning experiences for community inquiry. Studies in Art Education, 54(4), 335–348. https://doi.org/10.1080/00393541.2013.11518907

Cunningham, F., Lin, C., & Grauer, K. (2014). Who I (really) am: An exploration of urban Aboriginal identity through short films. Canadian Art Teachers, 12(2), 29–38.

Ryoo, A., Lin, C., & Grauer, K. (2014). “Don’t judge me. What would you do?” Dialogue through a youth-made film. Journal of Cultural Research in Art Education, 31, 128–134.

Grauer, K., Castro, J., & Lin, C. (2012). Encounters with difference: Community-based new media programs and practices. Studies in Art Education, 52(2), 139–152.

Lin, C. (2011). A learning ecology perspective: School systems sustaining art teaching with technology. Art Education, 64(4), 12–17.

Lin, C., Castro, J., Sinner, A., & Grauer, K. (2011). Toward a dialogue between new media arts programs in and out of Schools. Canadian Art Teachers, 9(2), 24–37.

Lin, C., Grauer, K. & Castro, J. C. (2011). “There is nothing else to do but make films”: Urban youth participation at a film and television school. International Journal of Education & the Arts, 12(SI 1.8). http://www.ijea.org/v12si1/

Lin, C., & Polaniecki, S. (2009). From media consumption to media production: Applications of YouTube™ in an eighth-grade video documentary project. Journal of Visual Literacy, 28(1), 92–107.

Bruce, B., & Lin, C. (2009). Voices of youth: Podcasting as a means for inquiry-based community engagement. E-learning and Digital Media, 6(2). 230–241.

* (underlined indicates student co-author)