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Following youth across learning contexts, I study how writing moves through the Embodied project of composing with mobile media...

My research is connective. With a particular focus on multimodal composition, I investigate how digital and material technologies mediate contemporary language and literacy education. Grounded in issues of equity, access, and justice, I interrogate how this (re)mediation facilitates cultural change. In an effort to disrupt research that focuses on the so-called “new-ness” of these techno-literacies and phenomena, my research illuminates what the shift in relationships (e.g., with space and place, with community, with personal technologies, with one another, etc.) may teach us about learning and youth culture. From nuancing the particulars of digital youth lifestreaming, to examining how elementary teachers use technology as a tool to remediate learning in practitioner-inquiry, I have explored digital media and the material technologies of school through longitudinal ethnographic research, single and multiple embedded case studies, and more design-based research methods.

 

Current research projects:

QUEER ELECTRACY: TECHNE, INVENTION, AND THE POLITICS OF LGBT YOUTH WRITING THE DIGITAL REAL

In my in-progress book project Queer Electracy…, I argue that considering youth digital and multiliteracies practices as social tactics reveals complex understandings into the mediational processes of contemporary youth composing.  A longitudinal connective ethnographic study, I draw on data collected across contexts (both embodied and virtual) to understand how the various literacy “sitings” LGBT youth compose are operationalized to navigate and combat inequality. By accounting for the rich opportunities and nuanced processes of writing in the era of electracy, this project highlights the ways LGBT youth “queer” modes to design more just social futures.

#HEARMYHOME: (RE)EDUCATING THE SENSES TO COMMUNITY LITERACIES AND CULTURAL RHETORICS

Emerging from my interests in youth multimodal composing, my research continues to be informed by the haptic practices of youth writing in digital environments. Leveraging audio as the mode of primacy, #hearmyhome, is a collaborative qualitative research study that interrogates how K-12 youth write community through and with sound. Recently awarded an NCTE Conference on English Education Research Initiative grant,  #hearmyhome examines teacher and youth produced soundscapes to inquire how hearing difference and listening to community re-educates the senses. Ultimately working to connect youth writers around the world, one of #hearmyhome’s larger goals is to develop curricular materials for humanities teachers interested in working with sonic composing. Developing materials that hear, recognize, and sustain community, #hearmyhome asks educators to attune to the frequencies and rhythms of culture as we architect, design, and teach towards more equitable landscapes for learning.

REMIX/REMEDIATE/RETEACH: TAKING A PRACTITIONER-INQUIRY STANCE TO EXPLORE HOW PROSPECTIVE AND IN-SERVICE TEACHERS FACILITATE LEARNING WITH AND THROUGH DIFFERENCE

Motivated by my own experiences as a classroom teacher and teacher educator, a secondary strand of my research is guided by practitioner-inquiry. Through taking an inquiry as stance position, I have investigated how teachers and students ‘read’ difference through children’s and young adult literature, how teachers remix/remediate content area literacy with technology, and how prospective teachers navigate issues of difference as they move between the English language arts methods course and school-site field. Teacher research, for me, is guided by the meta-theoretical stance and ethical imperative of responding to the democratic project of schooling and humanizing education research.