Adachi, C. (2021). Manifesto As a Stancetaking Move – Performative Indexlicalisation in Digital Education. In MacKenzie, A. & Peter J. (Eds.), Dissolving the Dichotomies between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Baybe et al 2020). Journal of Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00259-z
Elliott, J., & Adachi, C. (2021). Creating presence, currency and connection in digital learning with video blogs. In Gregory, S., Warburton, S., & Schier, M. (Eds.), Back to the Future – ASCILITE ‘21. Proceedings ASCILITE 2021 in Armidale (pp. 155–160). https://doi.org/10.14742/ascilite2021.0121
Joughin, G., Bearman, M., Boud, D., Lockyer, J. & Adachi, C. (forthcoming). Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development. Higher Education.
Adachi, C. & Elliott, J. (forthcoming). Developing feedback literacy in modelling professional practice – peer assessment among digital learning professionals. In Rossi, V. (Ed.) Inclusive Learning Design. Routledge. London.
Gunning, T., Adachi, C. & Tai, J. (forthcoming). Peer and Collaborative Assessment. In Sanky, M., Huijser, H. & Fitzgerald, R. (Eds.), Technology Enhanced Learning and the Virtual University. Springer.
Bonfield, C., Salter, M., Longmuir, A., Benson M. & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246.
Guo, K., Bussey, F. & Adachi, C. (2020). Digital learning across cultures: An account of activity theory. Intercultural Education, 31(4), 447-461. https://doi.org/10.1080/14675986.2020.1747259.
Tai, J. & Adachi, C. (2020). The future of self and peer assessment: are technology or people the key? In M. Bearman, P. Dawson, J. Tai, R. Ajjawi, & D. Boud (Eds.), Re-imagining University Assessment in a Digital World (pp.213-227). Springer.
Patterson, N., Schultz, M., Wood-Bradley, G., Lanham, E. & Adachi, C. (2020). Going digital to enhance the learning of undergraduate students. Journal of University Teaching & Learning Practice, 17(3). https://ro.uow.edu.au/jutlp/vol17/iss3/6/.
Tai, J. & Adachi, C. (2019). The transformative role of self and peer assessment in developing critical thinkers. In C. Bryan & K. Clegg (Eds.), Innovative Assessment in Higher Education (pp. 64-73). London: Routledge.
Adachi, C. & O’Donnell, M. (2019). Degree Design Thinking: integrated design frameworks for emerging online degrees in higher education. In Y. W. Chew, K. M. Chan, and A. Alphonso(Eds.), Personalised Learning. Diverse Goals. One Heart. The Proceedings of ASCILITE 2019. Singapore, 349-353.
Adachi, C., Tai, J. & Dawson, P. (2018). A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research and Development, 1-15. https://doi.org/10.1080/07294360.2017.1405913
Adachi, C., Tai, J. & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment and Evaluation in Higher Education, 1-13. http://dx.doi.org/10.1080/02602938.2017.1339775
Willems, J., Adachi, C., Bussey, F., Doherty, I., & Huijser, H. (2018). Debating the use of social media in higher education in Australasia: Where are we now? Australasian Journal of Educational Technology, 34(5), 135-149. https://doi.org/10.14742/ajet.3843
Adachi, C., Blake, D. & Riisla, K. (2018). Exploring digital literacy as a graduate learning outcome in higher education – an analysis of online survey. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Open Oceans: Learning without borders. The Proceedings of ASCILITE 2018. Geelong, 292-297.
Grevtseva, Y., Willems, J. & Adachi, C. (2017). Social media as a tool for microlearning in the context of Higher Education. The proceedings of the 4th European Conference on Social Media (ECSM), Lithuania, 131-139.
Tai, J. & Adachi, C. (2017). Peer assessment and professional behaviours: what should we be assessing, how and why? Commentary. Medical Education. 51(4), 346-347.
Adachi, C., Savage, J. & O’Donnell, M. (2017). Facilitating social learning through learning design – a perspective of collaborative academic development. The proceedings of ASCILITE 2017, Toowoomba, 7-11.
Mitchell, K., Simpson, C. & Adachi, C. (2017). What’s in a name: the ambiguity and complexity of technology enhanced learning roles. The proceedings of ASCILITE 2017, Toowoomba, 147 -151.
Adachi, C. (2016). Sugoi! – Indexicality and stancetaking practice in Japanese compliments. Language in Society. 45(2), 193-216. https://doi.org/10.1017/S0047404515000974.
Adachi, C. Tai, J. & Dawson, P. (2016). Enabler or inhibitor? Educational technology in self and peer assessment. Proceedings of ASCILITE 2016: Show Me The Learning, 11-16, Adelaide.
Willems, J., Adachi, C. & Grevtseva, Y. (2016). Working with social media in tertiary education: A contested space between academics and policies. Proceedings of ASCILITE 2016: Show Me The Learning, 648-653, Adelaide.
Stanton, S., Adachi, C. & Huijser, H. (2015). Revisiting Neoliberalism: Aboriginal self-determination, education and cultural sustainability in Australia. A Journal of Social Anthropology and Cultural Studies, 12(1), 107-129. http://dx.doi.org/10.11157/sites-vol12iss1id259.
Adachi, C. & O’Rourke, M. (2015). Learning maps: A design-based approach for capacity building in tertiary online learning and teaching. Proceedings of ASCILITE 2015, 353 – 358, Perth.
Adachi, C. (2012). Compliments and Compliment Responses among Young Japanese: A Sociolinguistic Investigation. Saarbücken: LAMBERT Academic Publishing.
Meyerhoff, M., Adachi, C., Nanbaksh, G. & Strycharz-Banaś, A. (2012). Sociolinguistic fieldwork. In Nick Thieberger (ed.) The Oxford Handbook of Linguistic Fieldwork (pp.121- 147). Oxford: Oxford University Press.
Adachi, C. (2011). Fishing for compliments? Pre-compliment discourse among young Japanese. In: C. Adachi, A. Daleszynska & A. Strycharz-Banaś (eds.) Proceedings of the Summer School of Sociolinguistics 2010, Edinburgh.
Adachi, C., Daleszynska, A. & Strycharz-Banaś, A. (2011). Proceedings of the Summer School of Sociolinguistics 2010. Edinburgh: University of Edinburgh.
Adachi, C. (2010). A gendered speech act, complimenting among young Japanese. The Proceedings of IGALA 6 conference.
Adachi, C. (2009). Compliments, Politeness and Gender in the Japanese Language. In Morio Nishikawa (ed.) Gengo riron no tenkai to ouyou (The development and application of linguistic theories). Tokyo: Kaitakusya, 99-121.
Adachi, C. (2008). Progress Report: A reflection of the first year of my PhD at The University of Edinburgh. The Ministry of Education, Culture, Sports, Science and Technology, Japan.