Katherine McLay

493 total citations · 1 hit paper
21 papers, 237 citations indexed

About

Katherine McLay is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Katherine McLay has authored 21 papers receiving a total of 237 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Katherine McLay's work include Innovative Education and Learning Practices (5 papers), Innovative Teaching and Learning Methods (5 papers) and Online and Blended Learning (4 papers). Katherine McLay is often cited by papers focused on Innovative Education and Learning Practices (5 papers), Innovative Teaching and Learning Methods (5 papers) and Online and Blended Learning (4 papers). Katherine McLay collaborates with scholars based in Australia, Italy and United Kingdom. Katherine McLay's co-authors include Ali Soyoof, Barry Lee Reynolds, Boris Vázquez-Calvo, Vicente Reyes, Peter Renshaw, Maria Beatrice Ligorio, Ekaterina Tour, Michelle M. Neumann, Janet Scull and Maria Antonietta Impedovo and has published in prestigious journals such as Australasian Journal of Paramedicine, Frontiers in Psychology and Educational Technology Research and Development.

In The Last Decade

Katherine McLay

20 papers receiving 232 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come

2021 116 citations Ali Soyoof, Barry Lee Reynolds et al. Computer Assisted Language Learning profile →

Peers

Katherine McLay

EDUCA

DEP

CSA

Der-Thanq Victor Chen Singapore

Yunus Doğan Türkiye

Burhan Özfidan United States

Devon Brenner United States

Zühal Okan Türkiye

Mahboubeh Taghizadeh Iran

Kelly Moser United States

Huizhong Shen Australia

Balachandran Vadivel Iraq

Slamet Setiawan Indonesia

Der-Thanq Victor Chen Singapore

Katherine McLay

127 ×1.0

EDUCA

47 ×0.8

72 ×1.5

61 ×1.3

DEP

36 ×0.8

CSA

Citations per year, relative to Katherine McLay Katherine McLay (= 1×) peers Der-Thanq Victor Chen

Countries citing papers authored by Katherine McLay

Since Specialization

Citations

This map shows the geographic impact of Katherine McLay's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Katherine McLay with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Katherine McLay more than expected).

Fields of papers citing papers by Katherine McLay

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Katherine McLay. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Katherine McLay. The network helps show where Katherine McLay may publish in the future.

Co-authorship network of co-authors of Katherine McLay

This figure shows the co-authorship network connecting the top 25 collaborators of Katherine McLay. A scholar is included among the top collaborators of Katherine McLay based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Katherine McLay. Katherine McLay is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

McLay, Katherine, et al.. (2025). Teacher relationships and social connectedness. Teachers and Teaching. 1–24.

McLay, Katherine & Peter Renshaw. (2024). “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture. Asia-Pacific Journal of Teacher Education. 52(3). 350–365. 1 indexed citations

McLay, Katherine & Vicente Reyes. (2024). Beyond TPACK : A case for foregrounding affect in technology rich 21st‐century teaching and learning. Journal of Computer Assisted Learning. 40(6). 3201–3214. 3 indexed citations

McLay, Katherine, et al.. (2023). Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development. 71(3). 1161–1177. 8 indexed citations

Tsao, Jack, et al.. (2023). Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds. Critical Studies in Education. 65(3). 235–255. 3 indexed citations

Soyoof, Ali, Barry Lee Reynolds, Michelle M. Neumann, et al.. (2023). The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review. Journal of Computer Assisted Learning. 40(1). 65–88. 24 indexed citations

Amenduni, Francesca, et al.. (2022). Tutor’s Role in WhatsApp Learning Groups: A Quali-Quantitative Methodological Approach. Frontiers in Psychology. 12. 799456–799456. 5 indexed citations

Soyoof, Ali, Barry Lee Reynolds, Boris Vázquez-Calvo, & Katherine McLay. (2021). Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning. 36(4). 608–640. 116 indexed citations breakdown →

Gillies, Robyn M., et al.. (2021). Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development. Australasian Journal of Paramedicine. 46(9). 39–54. 1 indexed citations

10.

Amenduni, Francesca, et al.. (2021). Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors. Education Sciences. 11(8). 415–415. 6 indexed citations

11.

McLay, Katherine, et al.. (2021). The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach. Education Sciences. 11(10). 591–591. 8 indexed citations

12.

Reyes, Vicente, et al.. (2021). Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography. Technology Knowledge and Learning. 26(4). 1153–1168. 8 indexed citations

13.

Ritella, Giuseppe, et al.. (2020). Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching. Frontiers in Psychology. 11. 565–565. 5 indexed citations

14.

McLay, Katherine, et al.. (2020). Toward a Psychosocial Model of Employees’ Participation in Corporate Social Responsibility. Evidence from Italian Small and Medium-Sized Enterprises. Journal of Promotion Management. 27(2). 332–357. 5 indexed citations

15.

McLay, Katherine & Vicente Reyes. (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology. 35(6). 15–29. 15 indexed citations

16.

McLay, Katherine & Peter Renshaw. (2019). Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal. 46(1). 44–57. 5 indexed citations

17.

McLay, Katherine & Vicente Reyes. (2019). Problematising technology and teaching reforms: Australian and Singapore perspectives. Explore Bristol Research. 21(4). 277–294. 6 indexed citations

18.

Soyoof, Ali & Katherine McLay. (2018). The impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning. 14(1). 45–58. 5 indexed citations

19.

McLay, Katherine. (2018). Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse Studies in the Cultural Politics of Education. 40(6). 946–961. 1 indexed citations

20.

Impedovo, Maria Antonietta, Maria Beatrice Ligorio, & Katherine McLay. (2018). The “friend of zone of proximal development” role: ePortfolios as boundary objects. Journal of Computer Assisted Learning. 34(6). 753–761. 6 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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