Kathryn Lanouette is an Assistant Professor of Learning Sciences and Science Education. In collaboration with schools and museums, her research and teaching explore how place-based pedagogies and emerging technologies can be central to young people’s learning about science and data science, in ways that build towards more joyful and ethical futures. Through her scholarship, Lanouette seeks to advance not only theoretical understandings of young peoples’ learning processes, but also practical instantiations that directly inform the design of K-8 classroom science curricula, exhibit designs, and community partnerships.
Dr. Lanouette’s research has been published in peer-reviewed journals including Science Education, Journal of Learning Sciences, Educational Researcher, Cognition & Instruction, and Mathematical Thinking and Learning, as well as in book chapters in two Routledge edited collections. Lanouette has recently co-edited a special issue of The Occasional Paper Series with Dr. Katie Headrick Taylor.
Dr. Lanouette teaches a variety of undergraduate and graduate education courses on topics such as research methodologies in education, science teaching and learning, foundations of US education, and applied mentored research in interdisciplinary conservation sciences.
Prior to her current appointment at William & Mary, Dr. Lanouette was a postdoctoral researcher at University of California Berkeley, working with middle school students and teachers on the NSF-funded Writing Data Stories Project (PI: Michelle Hoda Wilkerson). She holds a Ph.D. in Learning Sciences and Human Development from University of California, Berkeley, an MA in Childhood & Museum Education from Bank Street Graduate School of Education, and a BA from Oberlin College. Her scholarship is shaped by her teaching experiences in Washington, DC and New York City.
Ph.D. in Learning Sciences and Human Development, University of California Berkeley
M.S.Ed. in Museum and Childhood Education, Bank Street Graduate School of Education
B.A. in Politics, Oberlin College
Activities and Honors
National Academy of Education/ Spencer Foundation, Dissertation Fellowship (2017)
Research + Practice Collaboratory Fellow (2016)
National Oceanic and Atmospheric Administration (NOAA), Teacher at Sea Fellow (2009)
Lanouette, K. & Taylor, K.H. (2022). Learning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies. Occasional Paper Series, 2022 (48).
Lanouette, K. (2022). Emotion, place and practice: Exploring the interplay in children’s engagement in ecologists’ sampling practices. Science Education, 106, 610-644.
Lanouette, K. (2022). Children’s place-based gesture: An understudied resource in socio-ecological sensemaking, In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022. (p1337-1340). Hiroshima, Japan: International Society of the Learning Sciences.
Lee, V. R., Wilkerson, M. H., & Lanouette, K. (2021). A call for a humanistic stance toward K-12 data science education. Educational Researcher, 50(9), 664-672.
Wilkerson, M., Lanouette, K. & Shareff, R. (2021). Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets, Mathematical Thinking and Learning, 1-19.
Curnow, J., Davidson, S., Jaber, L. Z., Lanouette, K., Southerland, S. A., Vea, T., Bell, P., & Uttamchandani, S. (2021). Emotional Configurations Across Learning Environments. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 803-810). Bochum, Germany: International Society of the Learning Sciences.
Van Wart, S., Lanouette, K. & Parikh, T.S. (2020). Scripts and counterscripts in community-based data science: Participatory digital mapping and the pursuit of a third space, Journal of the Learning Sciences, 29:1, 127-153, DOI: 10.1080/10508406.2019.1693378
Murata, A., Siker, J., Kang, B, Baldinger, E., Kim, H-J., Scott, M. & Lanouette,K. (2017). Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms, Cognition and Instruction, 35:4, 290-316, DOI: 10.1080/07370008.2017.1362408