BOOKS

Nichols, T.P., Garcia, A. (Eds.) (2025). Literacies for the platform society: Histories, pedagogies, and possibilities. Routledge.

Nichols, T.P. (2022). Building the Innovation School: Infrastructures for equity in today’s classrooms. Teachers College Press.

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JOURNAL ARTICLES

Nichols, T.P., LeBlanc, R., & Thrall, A. (2025). Parametrizing ‘the digital’: Education research methods for platform ecologies. Learning, Media, and Technology.

Nichols, T.P., Logan, C., & Garcia, A. (2025). Generative AI and the (re)turn to Luddism. Learning, Media, and Technology.

Stornaiuolo, A., Higgs, J., Nichols, T.P., LeBlanc, R.J., & de Roock, R. (2024). The platformization of writing: Educational equity in new edtech ecologies. Review of Research in Education, 47(1), 311-359.

Nichols, T.P. , Thrall, A., Quiros, J., & Dixon-Román, E. (2024). Speculative capture: Literacy after platformization. Reading Research Quarterly. https://doi.org/10.1002/rrq.535.

Lentz, A., Desimone, L., Stornaiuolo, A., Pak, K., Flores, N., Nichols, T.P., Polikoff, M., & Porter, A. (2024). Changes that stick: Sustainable change in schools and districts is possible. Phi Delta Kappan, 105(6), 8-11.

Thrall, A., Nichols, T.P., Magill, K.R. (2024). Speculative frictions: Writing civic futures after AI. English Teaching: Practice and Critique. http://doi.org/10.1108/ETPC-08-2023-0095.

Nichols, T.P., & Dixon-Román, E. (2024). Platform governance and education policy: Power and politics in emerging edtech ecologies. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231202469.

Pleasants, J., Krutka, D., & Nichols, T.P. (2023). What relationships do we want with technology? Toward technoskepticism in schools. Harvard Educational Review, 93(4), 486–515.

Smith, J., & Nichols, T.P. (2023). Book choice and the affective economy of literacy. Journal of Literacy Research, 55(3), 325-345.

Kerssens, N., Nichols, T.P., & Pangrazio, L. (2023). Googlization(s) of education: Intermediary work brokering platform dependence in three national school systems. Learning, Media, & Technology. 10.1080/17439884.2023.2258339.

Nichols, T.P., Maton, R., & Simon, E. (2023). Opposing innovations: Race and reform in the West Philadelphia Community Free School, 1970-1977. History of Education Quarterly, 63(1), 221-242.

Krutka, D., Pleasants, J., & Nichols, T.P. (2023). Talking the technology talk. Phi Delta Kappan, 104(6), 42-46.

Nichols, T.P., & Monea, A. (2022). De-escalating dataveillance in schools. Phi Delta Kappan, 104(4), 23-27.

Nichols, T.P., & Garcia, A. (2022). Platform studies in education. Harvard Educational Review, 92(2), 209-230.

Pangrazio, L., Stornaiuolo, A., Nichols, T.P., Garcia, A., & Philip, T. (2022). Datafication meets platformization: Materializing data processes in teaching and learning. Harvard Educational Review, 92(2), 257-283.

Nichols, T.P., Desimone, L., & Edgerton, A. (2021). “Smart power” in standards implementation after No Child Left Behind. American Journal of Education, 128(1), 1-23.

Ferguson, D.E., & Nichols, T.P. (2021). Schools sites and the haunting of history: Unmasking the past in field-based research. International Journal of Qualitative Studies in Education, 39(4), 843-856.

Nichols, T.P., LeBlanc, R.J., & Slomp, D. (2021). Writing machines: Formative assessment in the age of Big Data. Journal of Adolescent and Adult Literacy, 64(6), 712-719.

Nichols, T.P. (2021). Innovating from the ground up. Educational Leadership, 33-37.

Nichols, T.P., & LeBlanc, R.J. (2021). Media education and the limits of ‘literacy’: Ecological orientations to performative platforms. Curriculum Inquiry.

Garcia, A., & Nichols, T.P. (2021). Digital platforms aren’t mere tools — they’re complex environments. Phi Delta Kappan, 102(6), 14-19.

Nichols, T.P., & Coleman, J.J. (2021). Feeling classroom worlds: Affective imaginaries and the making of “democratic” literacy classrooms. Reading Research Quarterly, 56(2), 315-335.

Nichols, T.P., & Johnston, K. (2020). Rethinking ‘availability’ in multimodal composing: Frictions in digital design. Journal of Adolescent and Adult Literacy, 64(3), 259-270)

Nichols, T.P. (2020). Innovation from below: Infrastructure, design, and equity in literacy classroom makerspaces. Research in the Teaching of English, 55(1), 56-81.

Nichols, T.P., & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a platform society. The Reading Teacher, 74(1), 103-109.

Salisbury, K., & Nichols, T.P. (2020). School makerspaces: Beyond the hype. Phi Delta Kappan, 101(8), 49-53.

Maton, R., & Nichols, T.P. (2020). Mobilizing public alternative schools for post-neoliberal futures: Legacies of critical hope in Philadelphia and Toronto. Policy Futures in Education, 18(1), 159-178.

Dixon-Román, E., Nichols, T.P., & Nyame-Mensah, A. (2019). The racializing forces of/in AI educational technologies. Learning, Media, and Technology, 45(3), 236-250.

Desimone, L., Stornaiuolo, A., Flores, N., Edgerton, A., Pak, K., Nichols, T.P., Plummer, E., & Porter, A. (2019). Successes and the challenges of the “new” college and career readiness standards: Seven implementation trends. Educational Researcher, 48(3), 167-178.

Nichols, T.P., McGeehan, C^., & Reed III, S.A^. (2019). Composing proximity: Teaching strategic distance to high school writers English Journal, 108(3), 67-73.

Stornaiuolo, A., & Nichols, T.P., & Vasudevan, V. (2018). Mapping the emergence of a literacy makerspace. English Teaching: Practice and Critique, 17(4), 357-370.

Stornaiuolo, A., & Nichols, T.P. (2018). Making publics: Mobilizing audiences in high school makerspaces. Teachers College Record, 120(8), 1-38.

Nichols, T.P., & Stornaiuolo, A. (2019). Assembling “digital literacy”: Contingent pasts, possible futures. Media and Communication, 7(2), 14-24.

Stornaiuolo, A., & Nichols, T.P. (2019). Cosmopolitanism and education. Oxford Research Encyclopedia of Education. New York: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.252

Nichols, T.P., & Campano, G. (2017). Post-humanism and literacy studies. Language Arts, 94(4), 245—251.

Scott, J., & Nichols, T.P. (2017). Learning analytics as assemblage: Criticality and contingency in online learning. Research in Education, 98(1), 1—23.

Nichols, T.P. (2013). Feedback in an age of efficiency. Educational Leadership, 70(1), 70-75.

Nichols, T.P. (2012). From knowledge to wisdom: Critical evaluation in new literacy education. Voices from the Middle, 19(4), 64-69.

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BOOK CHAPTERS

Nichols, T.P. (forthcoming). Data literacies. In M. Winn & L. Winn (Eds.), Bloomsbury handbook of social justice in education. Bloomsbury Academic.

Nichols, T.P., Thrall, A.* (in press). Platformed privatization: Data, technology, and the changing infrastructure of educational governance. In C. Fontdevila, H. Jabbar, A. Verger, & A. Zancajo (Eds.), Research handbook on education privatization and marketization. Edward Elgar.

Nichols, T.P., LeBlanc, R.J., & Garcia, A. (2023). After digital literacy: Media pedagogy for platform ecologies. In B. Williamson, J. Komljenovic, & K. Gulson (Eds.), 2024 World Yearbook of Education: Digitalization of education in the era of algorithms, automation, and artificial intelligence (pp. 212-226). Routledge.

Nichols, T.P., Smith, A., Stornaiuolo, A., & Bulfin, S. (2021). Critical literacy, digital platforms, and datafication. In Pandya, J.Z., Mora, R., de Roock, R., & Golden, N.A. (Eds.), International Handbook of Critical Literacy. New York, NY: Routledge.

Stornaiuolo, A., & Nichols, T.P. (2020). Makerspaces in K-12 schools: Six key tensions. In J. Rowsell, & C. McLean (Eds.), Making futures: Maker literacies and maker identities in the digital age. New York: Routledge.

Campano, G., Nichols, T.P., & Player, G. (2020). Multimodal critical inquiry: Nurturing decolonial imaginaries. In E. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (Eds.), Handbook of reading research, Vol. V (pp. 137-152). New York: Routledge.

Nichols, T.P., & O’Sullivan, B. (2020). A cosmopolitics for the English classroom. In K. Lenters & M. McDermott (Eds.)., Affect, embodiment, and place in critical literacy: Assembling theory and practice. New York: Routledge.

Nichols, T.P., & Lui, D. (2019). Learning by doing: The tenuous alliance of the Maker Movement and education reform. In J. Huntsinger, & A. Schrock (Eds.), Making our world: The hacker and maker movements in context. New York, NY: Peter Lang.

Simon, R., Nichols, T.P., Edwards, W., & Campano, G. (2018). "There's really a lot going on here": Toward a cosmopolitics of reader-response. In P. Trifonas (Ed.), Handbook of Culture Studies in Education, New York, NY: Routledge.

Maton, R., & Nichols, T.P. (2017). Tracing tensions in humanization and market-based ideals: Philadelphia alternative education in past and present. In N. Bascia, M. Levin, & E. Fine (Eds.), Alternative schooling and student engagement: Democracy within bureaucracy. New York, NY: Palgrave Macmillan.

 
 
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POLICY REPORTS & WHITEPAPERS

LeBlanc, R., Aguilera, E., Burriss, S., de Roock, R., Fassbender, W., Monea, B., Nichols, T.P., Pandya, J.Z., Robinson, B., Smith, A., & Stornaiuolo, A. (2023). Digital platforms and literacy education. Urbana, IL: National Council for Teachers of English.

Polikoff, M.S., Desimone, L.M., Porter, A.C., Garet, M.S., Stornaiuolo, A., Pak, K., Flores, N., Smith, T.M., Song, M., Fuchs, L.S., Fuchs, D., & Nichols, T.P. (2022). The enduring struggle of standards-based reform: Lessons for a national center on college- and career-ready standards. Annenberg Institute and Brown University EdWorkingPapers, 22-622. Retrieved from: https://doi.org/10.26300/00ev-gk28.

Nichols, T.P., Plummer, E., Flores, N., Pak., K., Stornaiuolo, A., & Desimone, L. (2017). Year 1 state report: Massachusetts. Philadelphia, PA: The Center for Standards, Alignment, Instruction, and Learning. Accessible at: www.c-sail.org.

Flores, N., Nichols, T.P., Pak., K., Plummer, E., Stornaiuolo, A., & Desimone, L. (2017). Year 1 state report: Texas. Philadelphia, PA: The Center for Standards, Alignment, Instruction, and Learning. Accessible at: www.c-sail.org

Edgerton, A., Flores, N., Nichols, T.P., Plummer, E., Pak., K., Stornaiuolo, A., & Desimone, L. (2017). Year 1 state report: California. Philadelphia, PA: The Center for Standards, Alignment, Instruction, and Learning. Accessible at: www.c-sail.org.

Stornaiuolo, A., Flores, N., Nichols, T.P., Pak., K., Plummer, E., & Desimone, L. (2017). Year 1 state report: Ohio. Philadelphia, PA: The Center for Standards, Alignment, Instruction, and Learning. Accessible at: www.c-sail.org

Pak., K., Flores, N., Nichols, T.P., Plummer, E., Stornaiuolo, A., & Desimone, L. (2017). Year 1 state report: Kentucky. Philadelphia, PA: The Center for Standards, Alignment, Instruction, and Learning. Accessible at: www.c-sail.org

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BOOK REVIEWS AND PUBLIC SCHOLARSHIP

Pleasants, J., Krutka, D., & Nichols, T.P. (forthcoming). Technoskeptical teaching across the content areas. Harvard Educational Review Voices in Education Blog.

Garcia, A., Logan, C., & Nichols, T.P. (2024). Inspiration from the Luddites: On Brian Merchant’s “Blood in the Machine.” Los Angeles Review of Books. Retrieved from: https://lareviewofbooks.org/article/inspiration-from-the-luddites-on-brian-merchants-blood-in-the-machine/.

Pleasants, J., Krutka, D., & Nichols, T.P. (2024). What relationships do we want with technology? Civics of Technology Blog. Retrieved from: https://www.civicsoftechnology.org/blog/new-publication-preview-of-what-relationships-do-we-want-with-technology.

Nichols, T.P., Maton, R., & Simon, E. (2023). Opposing innovations: Race and reform in the West Philadelphia Community Free School, 1969-1978. History of Education Quarterly HEQ&A Podcast. Retrieved from: https://soundcloud.com/heqanda/opposing-innovations.

Nichols, T.P. (2023). The limits of ‘digital literacy.’ Centre of Excellence for the Digital Child. Retrieved from: https://www.digitalchild.org.au/blog/international-perspectives-the-limits-of-digital-literacy/.

Nichols, T.P., & Garcia, A. (2022). Platform studies in education. Harvard Educational Review Voices in Education Blog. Retrieved from: https://www.hepg.org/blog/platform-studies-in-education.

Nichols, T.P., & Garcia, A. (2022). Twitter sale shows us why educational technologies should be accountable to schools. EdSource. Retrieved from: https://edsource.org/2022/twitter- sale-shows-us-why-education-technology-companies-should-be-accountable-to- schools/671731

Garcia, A., & Nichols, T.P. (2022). Why ‘delete Spotify’ should not be the main lesson for digital civics education. EdSource.

Nichols, T.P. (2021). We don’t need no “innovation.” Logic Magazine. www.logicmag.io.

Nichols, T.P. (2019). [Review of the book The intellectual properties of learning: A prehistory from Saint Jerome to John Locke., by John Willinsky].Historical Studies in Education / Revue d’histoire de l’éducation.

Nichols, T.P. (2013). Go ahead, mess with Texas Instruments. The Atlantic. In I. Bogost and C. Schaberg (Eds.), Object Lessons series. Retrieved from: http://www.theatlantic.com/technology /archive/2013/08/ go-ahead-mess-with-texas-instruments/278899/

Nichols, T.P. (2013). Spreading literacy, spreading internet. The Atlantic. Retrieved from: http://www.theatlantic.com/technology/archive/2013/08/spreading-literacy-spreading-internet/278007/

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