Littlejohn received her PhD from the University of Strathclyde in Chemistry in 1988. Her thesis was titled A Comparative Examination of the Mechanical Properties of Sodium Nitrate and Calcite and the Influence of Defects On Their Reactivity.[2]
Career and research
Littlejohn was appointed as Professor within the School of Education and Dean of Learning and Teaching at the College of Social Sciences at the University of Glasgow in April 2019.[3] In November 2019 she was appointed director of University College London's knowledge lab.[4]
Margaryan, Anoush; Littlejohn, Allison; Vojt, Gabrielle (2011). "Are digital natives a myth or reality? University students' use of digital technologies". Computers & Education. 56 (2): 429–440. doi:10.1016/j.compedu.2010.09.004. ISSN0360-1315.
Allison Littlejohnn and Anoush Margaryan, Technology-enhanced professional learning: processes, practices, and tools (New York: Routledge, 2013)
Allison Littlejohn and Chris Pegler, Reusing open resources: learning in open networks for work, life and education (London: Routledge, 2015)
Victoria Murphy, Allison Littlejohn, Bart C. Rienties, (2020) 'Social network analysis and activity theory: A symbiotic relationship', Dominik E. Froehlich, Martin Rehm, and Bart C. Rienties (eds.) Mixed methods social network analysis: Theories and methodologies in learning and education (London, United Kingdom: Routledge) pp.113–125
Vasudha Chaudhari, Victoria Murphy, and Allison Littlejohn, (2020) 'The Educational Intelligent Economy – Lifelong Learning – A vision for the future', Tavis D. Jules, and Florin D. Salajan (eds.) The Educational Intelligent Economy: Artificial Intelligence, Machine Learning and the Internet of Things in Education. International Perspectives on Education and Society (In Press), 38. Emerald, pp.109–126
Varga-Atkins, T, Sharpe, R, Bennett, S, Alexander, S and Littlejohn. (2021). The choices that connect uncertainty and sustainability: Student-centred agile decision-making approaches used by universities in Australia and the UK during the COVID-19 pandemic. Journal of Interactive Media in Education, 1(16), pp. 1–16. DOI: https://doi.org/10.5334/jime.649
