Multiliteracies and Multimodalities Professors and Supervisors | ApplySharif

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Jennifer JensonView profile

Professor

University of British ColumbiaCanada

Dr. Jennifer Jenson serves as Professor of Digital Languages, Literacies, and Cultures within the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education. She joined UBC in January 2019 after 18 years at York University, where she directed the Institute for Research on Digital Learning. Her academic leadership extends to co-editing Loading: The Journal of the Canadian Game Studies Association and past presidency of the Canadian Game Studies Association. Dr. Jenson holds a Ph.D. from Simon Fraser University. Her research program critically examines digital games, literacies, and pedagogical practices through lenses of gender, equity, and decolonization. She has conducted longitudinal studies on gender and digital gameplay, developed educational games through the Play:CES lab, and authored influential reports for the Ontario Ministry of Education including “21st Century Skills, Technologies and Learning”. Her publication trajectory (2015-2023) reveals consistent focus on regendering game cultures, multimodal learning frameworks, and computational literacy in youth media engagement. Work spans critical analysis of “The Entrepreneurial Gamer” concept to contemporary digital literacies in multimodal contexts, emphasizing how game-based learning can disrupt exclusionary practices while advancing inclusive education. No scientific awards were explicitly documented in the source materials. Dr. Jenson maintains active graduate supervision, currently advising doctoral candidates like Laura Brass researching immigrant women language teachers’ identities. Her sustained research funding includes leadership of the international SSHRC Partnership Grant “Re-Figuring Innovation in Games” (2015-2021) and SSHRC Insight Grant “Think, Design, Play” (2014-2020), with collaborations spanning school boards, technology companies, and global institutions like SRI International and Nottingham University. She co-founded the CFI-funded Play:CES lab where teams developed educational games including “Contagion” and “Epidemic: Self-Care for Crisis”, and currently leads the Re-Figuring Innovation in Games (ReFiG) collective – an international consortium of scholars, community organizers, and industry partners dedicated to transforming game culture through equity-centered innovation.

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Maureen KendrickView profile

Professor

University of British ColumbiaCanada

Maureen Kendrick is a Professor and Deputy Department Head in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research examines literacy and multimodality as integrated communicative practices, addressing social and cultural issues in diverse contexts with particular emphasis on visual communication and refugee/migrant education. Her research interests span digital literacies, multiliteracy and multimodality, and international perspectives on literacy education. She investigates how youth from refugee backgrounds use multimodal approaches to construct identities and engage with learning, often through digital storytelling and visual methodologies. Her work extends to health literacy in Ugandan contexts and the role of play in early childhood literacy development across Canada, Kenya, and Uganda. Analysis of her recent publications reveals consistent focus on refugee/migrant education, digital storytelling, and multimodal literacy. She examines how digital tools empower marginalized youth to express identities while addressing challenges in language learning and cultural integration. Her research also explores HIV/AIDS education through makerspaces and the intersection of arts-based practices with science literacy. Dr. Kendrick's scientific recognition includes: Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award (2024) Killam Teaching Prize (2012-13) Alan C. Purves Award (2013) She actively supervises graduate students across doctoral and master's programs, with current research focusing on refugee education and multilingual learners. Her SSHRC-funded projects include the 2025-2029 grant 'Digital Multimodal Composing-To-Learn' and the 'Language and Literacy Learning Among Refugee and Migrant Background Children' initiative, involving collaborators from UBC, York, and Western universities. Dr. Kendrick leads international research teams across Canada, Uganda, and Kenya, developing community-engaged approaches to literacy education that bridge academic research and classroom practice.

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Minh Hue NguyenView profile

Senior Lecturer

Monash UniversityAustralia

Minh Hue Nguyen is a Senior Lecturer in EAL/TESOL Teacher Education at Monash University's School of Curriculum, Teaching and Inclusive Education within the Faculty of Education. She holds a PhD in Education (TESOL focused) from Monash University and has taught at Vietnam National University, Deakin University, and the University of Melbourne. Her educational background includes: PhD in Education (TESOL focused), Monash University (2015) MA in Applied Linguistics, Victoria University of Wellington (2008) BA in English Language Teaching, Vietnam National University (2003) Nguyen's research centers on teachers' professional learning, curriculum, and pedagogy in TESOL and EAL contexts, with specific focus on emotional experiences, identity development, mentoring, agency, and collaboration. She explores sociocultural contexts of teacher development through activity theory and sociocultural perspectives, examining how institutions support teachers' learning journeys from preservice to in-service stages. Recent work investigates professional learning for teacher educators and implementation of the Victorian EAL Curriculum. Her 15 most recent publications (2024-2025) reveal a strong thematic focus on language teacher agency, identity negotiation, and multilingual pedagogies. The research increasingly examines emotional dimensions of teaching, cross-cultural identity tensions, and collaborative models between EAL and content teachers, with significant contributions to understanding how teachers navigate complex educational contexts while developing professional identities. Her scientific recognition includes: Penny McKay Award Special Commendation Monash Education Research Community's Publication Award ATEA/Kay Martinez Award for Best Paper Monash Dean of Education’s ECR Project Award Advancing Women's Research Success Grant Vietnamese Government Merit-based Scholarships Nguyen actively supervises PhD research in TESOL teacher professional learning, teacher identity, and curriculum development, though is currently unavailable for new PhD students until 2027. She contributes to editorial boards for Teaching and Teacher Education, Second Language Teacher Education, and System journals, and serves on the Australian Teacher Education Association. Her work supports UN Sustainable Development Goal 4 (Quality Education) through inclusive pedagogical frameworks. She leads research projects including 'Elucidating practices to assist EAL learners to acquire specialised science vocabulary' and 'Establishing an online community-of-practice model for learner agency during work placements,' demonstrating commitment to practical educational innovations.

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Martha Sidury ChristiansenView profile

Professor

University of Texas at San AntonioUnited States

Dr. Martha Sidury Christiansen is a Professor of Applied Linguistics/TESOL at the University of Texas at San Antonio , where she serves in the College of Education and Human Development . She is the Principal Investigator of Project RESPETO , a NSF-funded initiative exploring racial equity in engineering education. Her work spans sociolinguistics, digital literacies, and raciolinguistic analysis, with a focus on transnational multilingual communities. Born in Veracruz, Mexico Ph.D. in Foreign/Second Language Education (Ohio State University, 2013) M.A. in English Composition (Indiana University, 2007) B.A. in English Language Teaching (Universidad Veracruzana, 2002) Her research examines how transnational youth navigate digital spaces through multiliteracies , challenges Western academic writing norms via Mexican decolonial methodologies , and investigates raciolinguistic intersections in identity formation. The 15 most recent publications reveal a strong focus on digital communication , transnationalism , and critical pedagogy across journals like TESOL Quarterly and Language@Internet . 2023-2025: Expanding raciolinguistic frameworks in digital contexts 2021-2022: Analyzing multimodal identity construction 2019-2020: Exploring Mexican bilinguals' online language use She has received multiple honors including ACUE Fellow (2023), Fulbright Scholar (2017), and Faculty Leadership Fellow (2021-2022). Her presentations at conferences like ICOLLITE and DDVM Lab highlight her expertise in critical sociolinguistic awareness and digital discourse analysis . Dr. Christiansen actively consults for nonprofits on linguistic equity and multilingual education .

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Leah MacfadyenView profile

Academic

University of British ColumbiaCanada

Leah Macfadyen is an Associate Professor of Teaching in the Department of Language & Literacy Education at the University of British Columbia (UBC), Faculty of Education. She serves as Coordinator for Curriculum & Instruction in the Master of Educational Technology (MET) program. With interdisciplinary training in experimental sciences and humanities, she bridges analytical rigor with cultural theory in her research on digital education and learning analytics. Her research spans learning analytics , digital literacies , and critical intercultural communication . Key projects include developing UBC’s Introduction to Global Citizenship online course (2005) and co-authoring MET program courses like ETEC 542. She explores ethical dimensions of ‘big data’ in education and data literacy challenges. Recent publications (2020–2023) focus on institutional learning analytics frameworks, curriculum NLP analysis, and ethical codes for practitioners. Collaborative work with Shane Dawson and others has been published in journals like Journal of Learning Analytics , Computers & Education , and Journal of Genetic Counselling . Key Themes : Intercultural communication in digital spaces, systems thinking for educational analytics, ethical implications of data-driven learning Courses Developed : ETEC 500, 520, 542, 543, 581, and 590

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Janette HughesView profile

Professor

Ontario Tech UniversityCanada

Janette Hughes is a Professor and Canada Research Chair (Tier 2) in Technology and Pedagogy at the Mitch and Leslie Frazer Faculty of Education, Ontario Tech University. Her work focuses on transforming literacy practices through digital technologies and maker-oriented pedagogies. She holds a PhD in Curriculum (Language and Literacy) from the University of Western Ontario and has taught courses ranging from undergraduate programs to doctoral research methods. Education: PhD in Curriculum (Language and Literacy), University of Western Ontario, 2006 MA in Teaching (Curriculum/English), OISE/University of Toronto, 1995 BEd (Concurrent IS English/History), Queen’s University, 1988 Bachelor of Arts (Honours English Literature), Queen’s University, 1987 Research Interests: Digital literacies, maker pedagogies, STEAM education, critical making, social media and identity construction, and fostering global competencies through design thinking. Her work emphasizes how digital tools empower learners to critique, create, and drive social change. Awards & Recognition: Ontario Ministry of Research and Innovation’s Early Researcher Award Ontario Research Fund—Research Excellence Award UOIT Research Excellence Award Lab & Collaborations: Directs the STEAM-3D Maker Lab, exploring innovative learning spaces and technologies. Engages in collaborative research on topics like virtual professional learning and inclusive curriculum design.

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Haley De KorneView profile

Professor

University of OsloNorway

Haley De Korne is a Professor at the University of Oslo's Institute for Literature, Area Studies and European Languages within the Faculty of Humanities. Her academic work spans the intersections of linguistics, education, and anthropology, focusing on multilingual education contexts with particular attention to minoritized and indigenous languages. Dr. De Korne holds a PhD in Educational Linguistics from the University of Pennsylvania, an MA in Applied Linguistics from the University of Victoria, and a BA (Hons) in Combined Social Sciences from Durham University. Her academic journey reflects a strong foundation across multiple disciplines that inform her interdisciplinary approach to language research. PhD Educational Linguistics, University of Pennsylvania, USA MA Applied Linguistics, University of Victoria, Canada BA Hons Combined Social Sciences, Durham University, UK Her research interests focus on critical language awareness among teachers, social change imaginaries in multilingual regions, and pedagogies for language reclamation. She specializes in minoritized languages in education, multilingual education policy and pedagogy, language politics, indigenous language reclamation & revitalization, and language ideologies, with specific expertise in Isthmus Zapotec (Mexico) and Anishinaabemowin (US & Canada). Her methodological approach combines ethnography and interactional sociolinguistics within linguistic anthropology. Analysis of Dr. De Korne's recent publications reveals a consistent focus on language revitalization, particularly examining how educational contexts can support or hinder minoritized language maintenance. Her work increasingly addresses global North-South perspectives on language education, with attention to place-based pedagogy and critical language awareness. A significant thread throughout her research examines translanguaging practices and how they challenge traditional monolingual approaches to language education. Her scholarship demonstrates strong community engagement, particularly with Zapotec-speaking communities in Mexico. Dr. De Korne serves on the editorial board of Multilingua - Journal of Cross-cultural and Interlanguage Communication (2023-2025) and is an active member of the Norwegian Academy for Young Researchers (2021-2025). She also chairs the American Association of Applied Linguistics Committee for Online Education and Outreach Webinar subcommittee. Member, Norwegian Academy for Young Researchers (2021-2025) Editorial board member, Multilingua Journal (2023-2025) Chair, AAAL Committee for Online Education and Outreach (2023) Partner, Multilingualism in Transitions Research Project (2021-2025) Affiliated researcher, MultiNor Research Group At the University of Oslo, Dr. De Korne teaches courses including MULTI 4150 Project-based research in multilingualism, NOAS 4102 Additional language learning in socio-cognitive and sociocultural perspectives, and several linguistics courses on language acquisition, multilingualism, and research methods. She also leads PhD courses on communication in multilingual workplaces and revitalization of indigenous and minority languages. Her current research projects include FOSTERLANG (Indigenous language resilience), Language and culture maintenance in Wilamowice, and Linguistics and Sustainability.

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Lori McKeeView profile

Associate Professor

University of SaskatchewanCanada

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

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Olivia G. StewartView profile

Assistant Professor

St. John's UniversityUnited States

Dr. Olivia G. Stewart is an Assistant Professor in the Department of Education Specialties at St. John's University's School of Education. Her work focuses on multiliteracies, critical digital literacies, and multimodal authoring for academically marginalized students. She holds a PhD from Arizona State University's Learning, Literacies, and Technologies Program, an MEd in Curriculum and Instruction from Arizona State, and a BA in Secondary English Education from the University of Arizona. Her research emphasizes expanding definitions of 'writing' through digital-age practices, particularly for underrepresented learners. Key areas include multimodal composition, social media affordances, and humanizing online education. She teaches courses like Digital Literacies (EDU 3280) and Mixed Method Research & Design (EDU 3820). Recent articles highlight frameworks for analyzing multimodal texts, podcast-based instruction, and strategies for effective online learning communities. Her work consistently bridges theory and practice, advocating for inclusive educational technologies. No notable awards are listed, but she actively contributes to the field through grant-funded research initiatives and doctoral mentorship.

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Wenyu GuoView profile

Assistant Professor

University of South FloridaUnited States

Dr. Wenyu Guo serves as Assistant Professor of Literacy Studies in the College of Education at the University of South Florida, specializing in transnational literacy practices of immigrant youth of Color and their families. Her community-engaged research promotes anti-oppressive multiliteracies education across schools, homes, and digital spaces using critical theories of literacy and decolonization frameworks. Her educational background includes: Ph.D. in Teaching & Learning, University of South Carolina Certificate of Graduate Study in Qualitative Research, University of South Carolina Dr. Guo's research centers on two primary goals: (1) examining how transnational youth of Color engage in sociopolitical learning through literacies, and (2) investigating immigrant parents' family literacy practices and ethnic-racial socialization. She employs participatory action research and multi-sited ethnography to develop justice-oriented literacy interventions that challenge systemic oppression in educational contexts. Her recent publications reveal consistent thematic focus on anti-Asian racism through children's literature, transnational family literacy, and multiracial solidarity development. Methodologically, her work combines critical discourse analysis with community-based participatory design, often centering Chinese American communities in the Southern U.S. and leveraging digital platforms for transnational knowledge exchange. Professional recognition includes: Early Career Educator of Color Leadership Fellow, NCTE (2024-2025) Outstanding Undergraduate Teaching Award, USF (2025) Outstanding International Graduate Student Award, USC (2023) Research funding comprises: ACTFL Research Grant (2023) : Co-PI for $5,000 project on antiracist translanguaging pedagogy using Asian American children's literature SPARC Graduate Research Grant (2020) : PI for $2,900 study on Asian American children's bicultural identity negotiation She co-founded Tampa Bay's Community Literacies Lab, providing biweekly workshops for immigrant families that integrate cultural storytelling, digital literacy, and critical race discussions to foster equitable language practices and unpack transnational experiences.

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Andrea Tochelli-WardView profile

Associate Professor

Le Moyne CollegeUnited States

Andrea Tochelli-Ward, Ph.D., is an Associate Professor in the Education Department at Le Moyne College, where she has served as Accreditation Coordinator since 2020. A former elementary and middle school teacher, she specializes in elementary literacy methods, literacy assessment, and integrating children’s literature into K-12 instruction. Education: Ph.D. in Curriculum, Instruction, and the Science of Learning (Reading Education concentration) Masters of Education in Literacy Specialist Masters of Science in Education (Childhood Education, grades 1-6) Bachelor of Arts in Psychology Her research focuses on multimodal compositions, teacher reflective practices, and using children’s literature for culturally responsive teaching. She has contributed to publications on literacy instruction, scaffolding strategies, and transmediation in classrooms. Andrea collaborates with the Diverse Book Finder as a book coder and has participated in NSF/NSA-sponsored GenCyber grants as a Pedagogical Expert. Her work bridges educator preparation, professional development through video reflection, and inclusive curriculum design.

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Maria Elisa FinaView profile

Researcher

Ca' Foscari University of VeniceItaly

Maria Elisa Fina is a Researcher (RtdB) at Ca' Foscari University of Venice, affiliated with the Department of Comparative Linguistic and Cultural Studies and the Interdepartmental School of Economics, Languages and Entrepreneurship for International Exchanges. Her work focuses on multimodal analysis of cultural heritage communication, translation studies, and audiovisual translation. She teaches courses in translation technologies, post-editing, and audiovisual translation at both undergraduate and master's levels. Education: Bachelor's in Literary and Technical-Scientific Translation (University of Salento, 2011) PhD in Linguistic, Historical-Literary, and Intercultural Studies (Ca' Foscari University, 2016) Research Interests: Multimodal analysis of audio guides, intersemiotic translation, museum communication for children, digital storytelling, and accessibility in cultural mediation. She has contributed to projects like DIETALY (PRIN 2020) and iNEST Tourism, exploring translation in cultural heritage contexts. Notable Achievements: Winner of the AIA/Carocci PhD Prize 2017 for best PhD thesis in Anglistica Published Investigating Effective Audio Guiding (Carocci, 2018) Recipient of the 2021 Ca' Foscari Excellence Award Teaching: Courses include Translation and Post-Editing Technologies , Audiovisual Translation and Audiodescription , and Translation Technologies: Tools and Methods . She emphasizes practical skills in translation technology and digital tools. Lab/Team Affiliations: Collaborates with research groups on accessibility in cultural heritage, digital humanities, and language mediation. Active in editorial boards of Trans-Kata and Le Simplegadi .

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Papadopoulou MariaView profile

Professor

Aristotle University of ThessalonikiGreece

Professor Maria Papadopoulou is a faculty member in the Department of Language and History at the School of Early Childhood Education, Aristotle University of Thessaloniki. Her expertise spans literacies, multilingual education, refugee integration, and multimodal communication. She has held roles in curriculum development, teacher training, and policy analysis, focusing on inclusive practices for marginalized groups. Education & Professional Background: Established career in early childhood and language education with a focus on refugee and multilingual contexts. Administrative Roles: Contributed to academic governance and international conferences, including the Hellenic Semiotics Society. Her research emphasizes critical literacy, digital tools in education, and refugee education policy. Key projects include interventions for noise awareness in preschools and studies on Roma literacy practices. She has collaborated with NGOs and policymakers to bridge theory and practice in multicultural education settings. Publications span over 30 years, addressing topics like semiotics in advertising, multimodal texts, and task-based language teaching. Her work highlights the interplay between cultural context, technology, and pedagogy to foster inclusive learning environments.

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Patsy DuffView profile

Professor

University of British ColumbiaCanada

Patsy Duff is a Professor at the Department of Language and Literacy Education within the Faculty of Education at the University of British Columbia (UBC). She holds the title of Distinguished University Scholar and is a Fellow of the Royal Society of Canada (FRSC) , reflecting her significant academic contributions. Research Focus: Bilingual/multilingual education, decolonizing methodologies, heritage language policy, identity negotiation in language learning, and sociocultural dimensions of language instruction. Key Themes: Her work examines multilingual socialization, language ideologies, and the intersection of pop culture with language pedagogy, particularly in Chinese and English as additional languages. Publications: Over the past decade, her research has emphasized family language policy, English medium instruction, and transnational identity formation. She has contributed to foundational texts on case study research and language socialization, establishing frameworks for qualitative applied linguistics. Scientific Awards: Fellow of the Royal Society of Canada (FRSC) Distinguished University Scholar, UBC Collaborations: Patsy Duff has collaborated with scholars like Heidi Byrnes, Sharoni Zappa-Hollman, and Debra Li on projects exploring language policy, socialization, and multilingual education. Her work bridges academic discourse with practical language teaching strategies.

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Dominique Skye McDanielView profile

Assistant Professor

Kennesaw State UniversityUnited States

Dr. Dominique Skye McDaniel is an Assistant Professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She teaches and researches at the intersection of literacy, digital media, and social justice, centering the voices of Black and Brown adolescents in online spaces. Education Ph.D. in Educational Studies (Teacher Education concentration, Literacy & English Education cognates), University of North Carolina at Greensboro, 2022 North Carolina teaching licensure: Elementary Education, Middle Grades Language Arts, High School English, Reading Research Interests Dr. McDaniel’s scholarship interrogates how adolescents leverage social media for civic engagement and activism. She develops Culturally Digitized Pedagogy , a framework that marries culturally sustaining teaching with critical digital literacies. Her work explores how justice-oriented teacher education can amplify youth voice, particularly for Black and Brown teens whose digital practices resist systemic inequities. Her recent publications trace patterns across case studies of teen activists, demonstrating how multimodal composition on platforms such as TikTok, Twitter, and Instagram becomes a conduit for civic participation. Collectively, her articles argue that educators must reimagine curricula to honor students’ out-of-school literacies and position youth as co-researchers in the struggle for educational justice. Awards & Honors 2023 James Berlin Memorial Outstanding Dissertation Award, NCTE-CCC 2024 Richard A. Meade Award for Research in English Education, ELATE/NCTE Grants & Funding #OnlineLiteraciesMatter: Take Two – KSU Radow College Seed Grant, $7,500 (PI, 2024) Project CULTURE Phase II – KSU Radow College Project Development Grant, $2,300 (PI, 2023) Project CULTURE Phase I – KSU Radow College Extramural Funding Seed Grant, $7,500 (PI, 2022) Mentoring Culturally and Linguistically Diverse Preservice English Teachers – KSU Division of Organizational Effectiveness & Inclusive Excellence Grant, $8,000 (PI, 2023) Labs & Collaborations Dr. McDaniel directs Project CULTURE, a multi-phase professional learning community that mentors BIPOC preservice English teachers. She currently co-leads the #BlackBookTok study with Dr. Sarah Jerasa (Clemson University), examining how Black youth curate literary cultures on TikTok to resist dominant narratives. These collaborative projects position her at the forefront of justice-oriented English teacher preparation in the digital age.

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