Green, L. (in press). Best practices for designing flipped instruction. Library Technology Report.
Green L. (in press) “Librarians as online course designers and online instructors” Editor for issue of Library Technology Report, February 2019.
Wilson, R., Lee, E., & Green, L. (2018). Law is a foreign language: An analysis of the language of law and the use of second-language teaching pedagogy in an undergraduate business law course. Journal of Legal Studies in Business, 21.
Green, L. S., Jones, S. A., & Burke, P. (2017). School librarians fully online: Preparing the twenty-first century professional. School Library Research, 20.
Calhoun, D. W., Green, L. S., & Burke, P. (2017). Online learners and technology: A gap in higher education and student affairs professional preparation. Quarterly Review of Distance Education, 18(1), 45-69.
Green, L. S., Banas, J. R., & Perkins, R. (Eds.). (2017). The flipped college classroom: Conceptualized and re-conceptualized. New York: Springer.
Calhoun, D. W. & Green, L. Utilizing online learning communities in student affairs. In M. Benjamin (Ed.). New Directions in Student Services, 2015 (149), 55-66.
Green, L. (2014). Through the looking glass: Examining technology integration in school librarianship. Knowledge Quest, 43(1), 36-43.
Green, L. S., Inan, F. A., & Maushak, N. (2014). A case study: The role of student-generated vidcasts in K-12 language learner academic language and content acquisition. Journal of Research on Technology in Education, 46(3), 297-324.
Green, L. S. & Jones, S. (2014). Instructional partners in digital library learning spaces. Knowledge Quest, 42(4), E11-E17. Named a 2014 Top Twenty Article by the American Library Association's Library Instruction Round Table.