About Yenju
bio
Yen-Ju Lin, Ph.D., is an artist teacher and instructional technologist. Her research centers on inclusive practices and digital learning design in art and museum education and also explores creative ways of visualizing dynamic research data using computing software and artistic drawing, collage and graphic novel. Lin grew up in Taiwan and earned a B.F.A. in Art Education and Studio Art from National Taiwan Normal University. She also holds a Master of Arts Management degree from Carnegie Mellon University and a Ph.D. in Art Education from Penn State. She co-authored Teaching and Assessing Social Justice Art Education: Power, Politics, Possibilities (2022) and her most recent works have been included in books such as Critical Digital Making in Art Education (2020) and Teaching Chinese Arts and Culture: Content, Context and Pedagogy (2022). Her writing has also been published in peer-review journals such as Visual Arts Research and Journal of Curriculum and Pedagogy. Lin currently serves as Managing Editor of the International Journal of Education & the Arts and Associate Editor of Visual Culture & Gender.
Selected Publications
Book
Keifer-Boyd, K., Knight, W.B., Pérez de Miles, A., Ehrlich, C.E., Lin, Y., Holt, A. (2023). Teaching and Assessing Social Justice Art Education: Power, Politics, and Possibilities. Routledge.
Peer-Reviewed Journal Articles
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Lin, Y., & Keifer-Boyd, K. (in press, Summer 2026). Teaching 3D Printing as Feminist Activism: Creating Site-Specific Lesson Plans with Critical ChatGPT Prompting. Visual Arts Research.
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Lin, Y. (2025). Curious encounters with AI: A diffractive understanding of art education practices in the era with generative AI. Visual Arts Research, Radical Publications in Arts + Design Special Issue. https://doi.org/10.5406/21518009.51.1.14
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Lin, Y., Wei, Y, Hajesmaeili, E., Zúñiga, X., Bailey, I., Hicks, V., &and Sotomayor, L. C. II. (2021). Precarity in conversation. Visual Culture & Gender, 16. 41–51.
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Motter, J., Lin, Y., Keifer-Boyd, K. (2020). WTF? Feminist pedagogy and 3D printing in a preservice virtual field experience. Journal of Curriculum and Pedagogy, 19(2), 95-114.
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Motter, J., Jung, Y., Lewis, L., Bloom, A., & Lin, Y. (2012). Post Silence: Visible markers of collective rememberance, awareness, and action toward systemic change. Cultural Studies – Critical Methodologies, 12(4), 346-351.
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Hsieh, C. K., Lin, Q. P., Huang, C. Y., Chang, C. Y., Lin, Y. & Hung, Y.P. (2013). Easy and Deep Media in Cultural Heritage Field—The Development of Mau-kung Ting Educational Media for the National Palace Museum, IJEME, 3(2). 26-34. https://doi.org/10.5815/ijeme.2013.02.05
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Hsieh, C. K., Lin, Q. P., Lin, Y., Huang, C. Y., Chang, C. Y., & Hung, Y.P. (2010). Easy and deep media. International Journal of Modern Education and Computer Science (IJMECS), 2(2), 1-8. https://doi.org/10.5815/ijmecs.2010.02.01
Peer-Reviewed Chapters
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Lin, Y. (2022). Sacred monsters and mythical animals: Forms and patterns on ritual bronzes from the Shang and Zhou Dynasties. In Hsieh, K., Cooper, Y., Lu, L. (Eds.), Teaching Chinese Arts & Culture: Content, Context and Pedagogy. 95–110. InSEA Publications.
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Lin, Y. (2020). Critical dialogue and the re/making of pedagogic assemblage: Teaching with social media and feminist online pedagogy. In Knochel, A., Liao, C., Patton, R. (Eds.), Critical Digital Making. 10.3726/b17298
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Carpenter, B. S., & Lin, Y. (2014). “Looking back, looking through, and looking beyond: Translating new media art education into virtual world pedagogy.” In M. Stokrocki (Ed.), Exploration in virtual worlds: New digital multi-media literacy investigations for art education (pp. 9-14). . Reston, VA: The National Art Education Association.