Multiliteracies Professors and Supervisors | ApplySharif

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Arlene Holmes-HendersonView profile

Professor

Durham UniversityUnited Kingdom

Professor Arlene Holmes-Henderson is a Professor of Classics Education and Public Policy at Durham University, holding a British Academy Innovation Fellowship (2022-2024). She teaches on the Latin with Classics PGCE course in the School of Education and leads interdisciplinary research projects on oracy, Classics education, and policy engagement. Education: Studied Classics at Oxford, Harvard, and Cambridge. Qualified as a schoolteacher and taught for over a decade before returning to academia. Affiliations: Visiting Research Fellow at the Institute of Classical Studies (School of Advanced Study) and Affiliated Researcher at the Bennett Institute for Public Policy, University of Cambridge. Research Interests: Focuses on Classics education, oracy development, and the intersection of policy and the humanities. Key projects include Shy Bairns Get Nowt (oracy and employability) and Aristotle Beyond the Academy (reception of rhetoric in non-academic contexts). Co-directs the Advocating Classics Education project and chairs the Classics Development Group. Publications: Over 80 articles and books, including Expanding Classics (Routledge, 2023) and Forward with Classics (Bloomsbury, 2018). Recent work emphasizes policy engagement and levelling-up through oracy education. Awards: MBE (2023) for services to education Elected Member of Academia Europaea (2024) Grants and Roles: Chair of the Latin Expert Panel at the UK Department for Education Advisor to All-Party Parliamentary Groups on Classics, Oracy, and Political Literacy Member of the Universities Policy Engagement Network (Vice Chair) Labs and Collaborations: Directs Durham’s Centre for Classics Education Research and EngagementS (CERES). Collaborates with institutions like the AHRC, Leverhulme Trust, and Novus Education to bridge academia and policy.

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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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Margaret MaakaView profile

Professor

University of Hawaii at ManoaUnited States

Margaret Maaka is a Professor in Curriculum Studies at the University of Hawaiʻi at Mānoa's College of Education, with a distinguished career spanning Indigenous educational psychology, leadership, and policy development. Her work centers on decolonizing educational frameworks and advancing Indigenous knowledge systems. Her academic credentials include a PhD in Educational Psychology (1992) from the University of Hawaiʻi at Mānoa, a Master of Education (Honors) with English Literature focus (1978) from the University of Waikato, New Zealand, a Diploma of Teaching in Elementary and Secondary Education (1978) from New Zealand's Department of Education, and a Bachelor of Education (Honors) with English Literature specialization (1977) from the University of Waikato. Maaka's research explores Indigenous leadership complexities, multiliteracies, and cognitive development within Māori and Hawaiian contexts. She investigates how language revitalization intersects with educational policy to foster Indigenous advancement, emphasizing place-based pedagogies and self-determination in schooling systems. Her scholarship consistently challenges Western epistemological dominance in education. Her publications since 2009 reveal a trajectory prioritizing Indigenous research sovereignty, with recurring themes of decolonization, community-led leadership models, and culturally grounded curriculum design. Key contributions examine contested spaces in Indigenous schooling and the politics of knowledge production. Her teaching excellence has been recognized through: Board of Regents’ Medal for Excellence in Teaching (1998) Presidential Citation for Meritorious Teaching (1996) Graduate Student Organization Outstanding Graduate Assistant Teaching Award (1991) While specific advising details are not documented, Maaka's mentorship is reflected in her collaborative publications with emerging Indigenous scholars. Her work demonstrates sustained commitment to transforming educational paradigms through Indigenous epistemologies.

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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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Kristiina KumpulainenView profile

Professor

University of HelsinkiFinland

Kristiina Kumpulainen is a Professor at the University of Helsinki's Faculty of Educational Sciences, leading the Learning, Culture & Interventions (LECI) research group. Currently on leave but actively engaged in research, she supervises doctoral students in both the Doctoral Program in Cognition, Learning, Teaching and Communication and the Doctoral Program in School, Education, Society and Culture. Her scholarly contributions include 270 research outputs and leadership of 27 research projects, with recent work focusing on children's digital experiences and early childhood education systems. Her research interests center on educational sciences with emphasis on early childhood education, digital literacy development, learning environments, and educational change processes. She examines how children interact with technology, develop ecological imagination, and build multiliteracy skills across different contexts. Her work bridges theoretical frameworks with practical educational interventions, particularly examining agency-structure dynamics in educational settings and the implementation of child-centric educational systems. Analysis of her recent publications reveals consistent focus on digital childhoods, educational interventions, and comparative early childhood education systems. Her work spans multiple methodologies including qualitative case studies, comparative analyses, and theoretical explorations of learning across contexts. The research demonstrates strong international collaboration, particularly within Nordic countries and global comparative studies. Member of the Finnish Academy of Science and Letters (2019) 2020 Editor's Choice Award from British Educational Research Association (2021) Nomination for Outstanding Publication Award from EARLI (2002) Nomination for best paper award at THE POWER OF MEDIA IN EDUCATION Conference (2007) Professor Kumpulainen has supervised numerous doctoral students and served on dissertation committees. Her research has been supported by significant grants including the Australian Research Council, Finnish Academy of Science, and Nordic research networks. She actively participates in academic service through editorial boards, peer review activities (over 90 manuscript reviews), and professional committees. She directs the Playful Learning Center research laboratory, which focuses on innovative approaches to children's learning through play and technology integration.

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Yuri KumagaiView profile

Senior Lecturer

Smith CollegeUnited States

Yuri Kumagai is a Senior Lecturer in Japanese at Smith College, where she has been teaching Japanese language to college students in the United States for more than 20 years. She teaches all levels of Japanese language courses as well as culture courses, demonstrating her comprehensive approach to language education within the Department of East Asian Languages and Cultures. Her educational background includes: Ed.D. from University of Massachusetts Amherst M.Ed. from University of Massachusetts Amherst B.A. from University of Massachusetts Amherst Dr. Kumagai's research focuses on critical approaches to language education, with particular emphasis on critical literacy and multiliteracies in foreign language contexts. Her work examines classroom discourse and interactions, exploring how ideology shapes language learning experiences. She has developed project-based language and culture learning curricula through international collaboration with other language teacher-researchers, integrating sociocultural theories and applied linguistics into her pedagogical approach. Her research bridges theoretical frameworks with practical classroom applications, challenging traditional notions of language standardization and cultural representation. Analysis of Dr. Kumagai's publication record reveals a consistent focus on critical multiliteracies, linguistic landscapes, and the intersection of language learning with social justice. Her work increasingly emphasizes agency, criticality, and wellbeing in language education, moving beyond traditional language instruction to address broader social implications. She explores how learners can develop a sense of ownership over language while navigating complex cultural and ideological landscapes, with particular attention to Japanese language education contexts. Dr. Kumagai has been active in presenting her research findings nationally and internationally, with publications appearing in numerous journals and edited books in both English and Japanese. Her collaborative work demonstrates her commitment to advancing the field through scholarly dialogue and international cooperation. With over two decades of teaching experience, Dr. Kumagai has likely mentored numerous students in Japanese language and culture. Her project-based curriculum development suggests engagement with student-centered learning approaches, though specific student names are not mentioned in the available information. She maintains office hours for student consultation during the Spring 2025 semester on Thursday from 11 a.m. to noon and Friday from 9:30 to 10:30 a.m., or by appointment.

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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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Pier Cesare RivoltellaView profile

Professor

University of BolognaItaly

Pier Cesare Rivoltella is a Full Professor of Educational Technology at the University of Bologna's Department of the Arts. He holds leadership roles in academic organizations such as the Italian Society of Pedagogy (SIREM) and the Accademia Nazionale dei Lincei. His academic career spans over three decades, including roles as Associate Professor (2000–2005) and Full Professor (2005–2023) at the Catholic University of the Sacred Heart before joining Bologna in 2023. He earned a Philosophy degree from the Catholic University of the Sacred Heart and a PhD in Social Communication Sciences from the Pontifical Salesian University. His research focuses on media literacy, education technology, and pedagogical innovation, with notable contributions to neurodidactics and AI in education. Rivoltella founded the CREMIT research center (2006–2023) and co-leads editorial initiatives like REM – Research on Education and Media . He has received prestigious awards, including the Italian Pedagogy Prize (2014) and the REN Award for Educational Neuroscience (2021). His teaching includes courses on Media and Technologies for Teaching at the University of Bologna. He actively collaborates with institutions worldwide, including Brazilian universities through CNPq-funded projects.

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Sara HumphreysView profile

Associate Professor

University of VictoriaCanada

Sara Humphreys is an Associate Teaching Professor and ATWP 250 course coordinator in the Academic and Technical Writing Program at the University of Victoria. She actively contributes to university governance through Senate membership (2023-2026) and serves on the Canadian Association of Discourse and Writing Studies executive committee (2024-2026), while remaining active in the Faculty Association. Her educational background includes: BA from Nipissing University (completed as a mature student) MA in English from the University of Toronto PhD from the University of Waterloo specializing in Discourse and Text Analysis and Rhetoric Dr. Humphreys' research centers on how communication genres function across social contexts to accommodate, affect, oppress, and liberate diverse audiences. Her work critically examines popular video games as cultural expression, online communication forms, multiliteracies, workplace discourse, and Canadian composition practices with specific attention to supporting marginalized student populations. She investigates the intersection of Rhetorical Genre Studies, Media/Game Studies, and Writing Studies to reveal how language constructs reality and empowers agency. Her 2024 Social Sciences and Humanities Research Council Knowledge Synthesis Grant Writing & Power: Policies and Position Statements for Social Change produced a published report in January 2025, while her monograph Manifest Destiny 2.0: Genre Trouble in Gameworlds (University of Nebraska Press, 2021) established foundational work in game studies. Dr. Humphreys approaches teaching as liberation pedagogy, designing curricula to remove barriers for marginalized students and encouraging them to connect composition with their own communities, histories, and knowledges. She cultivates student responsibility as scholars and public intellectuals through critical engagement with rhetoric's transformative potential.

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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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