Publications

Publications

Soares, F. B., Gruzd, A., Jacobson, J., & Hodson, J. (2023). To troll or not to troll: Young adults’ anti-social behaviour on social media. PLoS one, 18(5). https://doi.org/10.1371/journal.pone.0284374.

Gosse, C., O’Meara, V., Hodson, J., & Veletsianos, G. (2023). Too rigid, too big, and too slow: institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Education, 1-19. https://doi.org/10.1007/s10734-023-01043-7

Hodson, J., Reid, D., Veletsianos, G., Houlden, S., & Thompson, C. (2023). Heuristic responses to pandemic uncertainty: Practicable communication strategies of “reasoned transparency” to aid public reception of changing science. Public Understanding of Science, 32(4), 428-441. https://doi.org/10.1177/09636625221135425

Hodson, J., & Gosse, C. (2022). Lost in the information maze: Understanding the multiple drivers of QAnon online conspiracy theories. Canadian Journal of Communication, 47(4), 730-744. https://doi.org/10.3138/cjc.2022-07-26

Hodson, J., O’Meara, V., Thompson, C., Houlden, S., Gosse, C., & Veletsianos, G. (2022). “My People Already Know That”: The Imagined Audience and COVID-19 Health Information Sharing Practices on Social Media. Social Media+ Society, 8(3). https://doi.org/10.1177/20563051221122463

Veletsianos, G., Houlden, S., Reid, D., Hodson, J., & Thompson, C. P. (2022). Design principles for an educational intervention into online vaccine misinformation. TechTrends, 66(5), 748-759. https://doi.org/10.1007/s11528-022-00755-4

Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P., Dousay, T., & Hall, N. C. (2022). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies, 22(5), 1120-1138. https://doi.org/10.1080/14680777.2021.1883086

Houlden, S., Veletsianos, G., Hodson, J., Reid, D., & Thompson, C. P. (2022). COVID-19 health misinformation: using design-based research to develop a theoretical framework for intervention. Health Education, 122(5), 506-518. https://doi.org/10.1108/HE-05-2021-0073

Veletsianos, G., Houlden, S., Hodson, J., Thompson, C. P., & Reid, D. (2022). An evaluation of a microlearning intervention to limit COVID-19 online misinformation. Journal of Formative Design in Learning, 6(1), 13-24. https://doi.org/10.1007/s41686-022-00067-z

Hodson, J., Veletsianos, G., & Houlden, S. (2022). Public responses to COVID-19 information from the public health office on Twitter and YouTube: implications for research practice. Journal of Information Technology & Politics, 19(2), 156-164. https://doi.org/10.1080/19331681.2021.1945987

Hodson, J., & Gosse, C. (2022). Where we go one, we go all: QAnon, networked individualism, and the dark side of participatory (fan) culture. Baltic Screen Media Review, 10(1), 46-51.

Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P., Dousay, T., and Hall, N. (2021). Support for Scholars Coping with Online Harassment: An Ecological Framework. Feminist Media Studies. DOI: 10.1080/14680777.2021.1883086

Houlden, S., Hodson, J., Veletsianos, G., Thompson, C. P., & Reid, D. (2021). Inoculating an infodemic: an ecological approach to understanding engagement with COVID-19 online information. American Behavioral Scientist, 65(14), 1990-2013. https://doi.org/10.1177/00027642211050903

Houlden, S., Hodson, J., Veletsianos, G., Reid, D., & Thompson-Wagner, C. (2021). The health belief model: How public health can address the misinformation crisis beyond COVID-19. Public Health in Practice, 2. https://doi.org/10.1016/j.puhip.2021.100151

Hodson, J., O’Meara, V., Galizia, A., & Gosse, C. (2021, October). Quietly coping: The impact of online abuse on research innovation and knowledge workers in research and public education. In 2021 IEEE International Symposium on Technology and Society (ISTAS) (pp. 1-5). IEEE. https://doi.org/10.1109/ISTAS52410.2021.9629206

Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T. A., Lowenthal, P. R., & Hall, N. (2021). The hidden costs of connectivity: nature and effects of scholars’ online harassment. Learning, Media and Technology, 46(3), 264-280. https://doi.org/10.1080/17439884.2021.1878218

Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689-4708. https://doi.org/10.1177/1461444818781324

Hodson, J., Gosse, C., Veletsianos, G., & Houlden, S. (2018). I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment. First Monday, 23(8). https://doi.org/10.5210/fm.v23i8.9136

Critical education technology and approaches to AI and education futures

Veletsianos, G. & Houlden, S. (2026). Imagination as contested terrain: Elite futurism, disimagination politics, and education futures.Futures. https://doi.org/10.1016/j.futures.2026.103839 

Blanchard, K. & Houlden, S. (2026). Postdigital radical flexibility. In P. Jandrić (Ed.), Encyclopaedia  of Postdigital Science and Education. Cham: Springer.  

Houlden, S. & Veletsianos, G. (2025). Midwifing liberatory education futures with education fiction: on the need to cultivate decolonial imagination. Learning, Media and Technology, 1–14.  

Houlden, S. & Veletsianos, G. (2025). Reflexive Futures Literacies: Using Story Completion Methods with Youth to Envision Diverse Education Futures. In: Jandrić, P., Suoranta, J., Teräs, M., Davis, H. (eds) Postdigital (Re)Imaginations. Postdigital Science and Education. Springer, Cham. https://doi.org/10.1007/978-3-032-01539-6_13 

Veletsianos, G. & Houlden, S. (2024). Youth perspectives on three speculative futures for higher education. Journal of Open, Distance, and Digital Education, 1(1). https://doi.org/10.25619/gv5shv76 

Veletsianos, G., Houlden, S., Ross, J., Alhadad, S. & Dickson-Deane, C. (2024). Higher education futures at the intersection of justice, hope, and educational technology. International Journal of Education Technology in Higher Education 21, 43.https://doi.org/10.1186/s41239-024-00475-0 

Veletsianos, G., Houlden, S. & Johnson, N. (2024). Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions. TechTrends 68, 411–422. https://doi.org/10.1007/s11528-024-00942-5