Adrian Vågberg is a doctoral student at KTH Royal Institute of Technology's PHYSICS OF LIGHT AND MATTER department. His research focuses on Artificial Intelligence , particularly the intersection of Human-AI Collaboration and Meme Analysis . He contributed to a groundbreaking study on AI-generated humor, published in 2025, analyzing how humans and large language models (LLMs) co-create memes. The work highlights AI's productivity alongside human creativity in crafting culturally resonant content. His work emphasizes Quantitative evaluation of meme creativity/shareability Human-AI iterative design processes Cultural context in digital humor As part of the Interactive Media Technology program, his research bridges computational creativity and social media dynamics. No specific awards or grants are listed, though his work is part of KTH's broader AI research initiatives.
James Hadley is an Associate Professor in Russian and Slavonic Studies and holds the Ussher Assistant Professorship in Literary Translation at Trinity College Dublin. He directs the MPhil in Literary Translation program and leads the Irish Research Council-funded QuantiQual Project. His research focuses on translation studies, particularly indirect translations, employing digital humanities and empirical methods to explore previously unanswerable questions. He is based at the Trinity Centre for Literary and Cultural Translation, fostering public engagement through events and initiatives. Dr. Hadley’s work bridges literary translation, technology integration, and computational analysis. He actively recruits doctoral/postdoctoral researchers interested in digital humanities applications in translation studies, especially regarding indirect translation. His research has addressed topics such as machine translation impacts, sentiment classification, and historical translation practices in Japan. He can be contacted at hadleyj@tcd.ie for collaborative opportunities. His academic contributions span theoretical frameworks (e.g., the Concatenation Effect Hypothesis) and practical applications like OCR tools for historical texts. The Trinity Centre serves as a hub for interdisciplinary translation studies, emphasizing both scholarly rigor and public accessibility.
Erlend Lavik is Professor at the Department of Information Science and Media Studies, University of Bergen, Norway. Specialising in television studies, film history, and digital criticism, he leads research on cinematic television, narrative complexity, and the scholarly video essay. He is a key figure in the study of HBO’s The Wire , which he frames as emblematic of the medium’s “third golden age.” Education 2008 – PhD, Changing Narratives. Five Essays on Hollywood History , University of Bergen 2001 – MA (hovedoppgave), Kjærlighet i seriemonogamiets tidsalder. Romantiske komedier i Hollywood , University of Bergen Research Interests Lavik’s work interrogates the intersection of aesthetics, narrative theory, and media policy. Core themes include: Serial television and long-form storytelling Film and television authorship (showrunner model, copyright aesthetics) Digital criticism and the video essay as scholarly genre Hollywood historiography from classical to post-classical cinema Documentary ethics and truth claims in factual media Publication Trends Across more than 60 publications, Lavik moves fluidly between peer-reviewed journals, academic monographs, trade-press essays, and experimental video essays. Recurrent case studies include The Wire , The Sopranos , Succession , and blockbuster cinema, examined through lenses of narrative complexity, intertextuality, and cultural memory. Selected Public Engagement & Service Chairman of the jury, Best Norwegian Documentary, Bergen International Film Festival 2012 Keynote speaker, Nordic Media Conference, Akureiri 2011; NTNU seminar on video essays 2012 Public lectures at NRK Drama, University of Tromsø, Bergen Public Library, and numerous film clubs Labs, Teams, Collaborations Lavik is affiliated with the research group Film, Television, and Visual Culture at the University of Bergen, where he collaborates on projects concerning production studies, visual aesthetics, and digital distribution. While specific grant numbers are not listed, his sustained output and conference presence indicate ongoing funded research within Norwegian and European media-studies networks.
Dr Katie McGown is a Senior Lecturer in Curatorial Practices and Head of Arts and Culture at Canterbury Christ Church University's Faculty of Arts, Humanities and Education. Her research focuses on practice-based ethnographic studies of counternarratives, culture, and codes through art, activism, aesthetics, and AI. Senior Lecturer in Curatorial Practices Head of Arts and Culture She supervises postgraduate research projects on topics including: Graphic language and methodology in painting Residents' perspectives on Changzhou's cultural sites Visualizing historical sites like Canterbury Castle Contact: katie.mcgown@canterbury.ac.uk | Office: Coleridge House (CHg05)
Prof. Peter Hertkorn is a full professor of Computer Science at Reutlingen University's Faculty of Computer Science, specializing in programming languages and databases. He holds leadership roles including Chair of the Examination Board for Media and Communication Informatics B.Sc. and BAföG Officer for the same program. His research focuses on model-driven software development, domain-specific languages, DevOps automation, interactive learning technologies, and distributed ledger technologies. He co-leads the Software Engineering and User Experience (swuxLAB) and Distributed Ledger Technologies (DLT-LAB) research groups. Education background includes a Diplom-Informatiker (master's equivalent) and Dr.-Ing. (PhD) from University of Stuttgart. Professional experience includes 5 years at T-Systems International GmbH and prior academic roles at University of Stuttgart. His teaching focuses on Software Engineering and Database Systems courses. Publications span interactive learning environments, collaborative innovation systems, and AR-based knowledge spaces. Active in academic service roles and interdisciplinary research collaborations since 2009.
Dr. Benjamin Xie is an Assistant Professor joining the Department of Computer Science at the University of Denver's Ritchie School of Engineering and Computer Science in fall 2025. He is currently a Postdoctoral Fellow at Stanford University, jointly affiliated with the Human-Computer Interaction Group and the Graduate School of Education. His research focuses on designing equitable and critical human-data interactions in educational and environmental justice contexts. PhD in Information Science, University of Washington (2022) MEng in Computer Science, Massachusetts Institute of Technology (2016) BS in Computer Science, Massachusetts Institute of Technology (2015) Dr. Xie’s research lies at the intersection of computing education, human-computer interaction, and AI ethics. He investigates how to make computing education more inclusive, ethical, and critical. His work emphasizes participatory design, co-designing curricula with educators, and developing tools that scaffold AI literacy for high school students. He also explores how data can be used to promote equity in large-scale computing courses and environmental justice initiatives. His recent publications highlight a strong trajectory in AI and computing education, including benchmarking LLMs in CS assessments, co-designing AI curricula with teachers, and developing tools like Prompty to foster critical engagement with generative AI. His work consistently addresses ethical implications and equity considerations in technology education. Dr. Xie has been recognized with prestigious awards, including: National Science Foundation (NSF) Graduate Research Fellowship Embedded Ethics Fellow at Stanford’s Institute for Human-Centered AI and McCoy Center for Ethics in Society He actively mentors students and collaborates with K–12 educators and community organizations. While formal advisees are not listed, he welcomes student inquiries and is building his research group at the University of Denver. His future work will continue to bridge technical innovation with social impact, particularly in democratizing access to AI and data literacy. Dr. Xie leads projects on environmental data justice, AI literacy tools, and equitable computing education. He collaborates with teams at Stanford and will establish a research lab at the University of Denver focused on critical and equitable human-data interactions.
Arkady Plotnitsky is a Distinguished Professor in the Department of English at Purdue University, affiliated with the School of Interdisciplinary Studies (SIS), where he also serves as Director of Theory and Cultural Studies. His work bridges literature, philosophy, and science, positioning him as a leading figure in interdisciplinary humanities. Research Interests: His scholarship spans critical and cultural theory, continental philosophy, Romanticism, modernism and postmodernism, and the philosophical foundations of science and mathematics. He explores how literary and philosophical modes of thought interact with scientific paradigms, especially in quantum theory and non-classical logics. The analysis of his recent publications reveals a sustained engagement with the intersections of philosophy and theoretical physics, particularly quantum mechanics and relativity, as well as deep inquiries into the works of thinkers like Deleuze, Derrida, Riemann, and Kant. His work often examines non-classical epistemologies, the limits of representation, and the role of imagination in scientific discovery. Scientific Awards: No awards explicitly listed in the provided text. Advising and Grants: While no formal list of advisees or grants is mentioned, Plotnitsky has supervised numerous scholarly projects through his editorial work and leadership in theory and cultural studies. His extensive publication record and editorial roles suggest significant mentorship and research leadership. Labs and Research Teams: He leads the Theory and Cultural Studies initiative within SIS, fostering interdisciplinary dialogue among humanities and science scholars. His work cultivates collaborative intellectual spaces focused on the philosophical dimensions of scientific and literary thought.
Don Carter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Arts and Social Sciences. He holds a PhD from the University of Sydney and has a distinguished career spanning academic, policy, and classroom roles in English education. His educational background includes a PhD from the University of Sydney, a Master of Education (Honours) from the University of Wollongong, a Master of Education from the University of Sydney, a Diploma in Education from the University of New South Wales, and a Bachelor of Arts from the same institution. Dr Carter's research is centered on English education, with a strong focus on writing pedagogies, curriculum design and history, standardized testing (especially NAPLAN), spelling instruction, and the influence of Romanticism on educational practices. He investigates how curriculum is developed and implemented, particularly the general capabilities in primary schools and the impact of high-stakes testing on teachers and students. His work often applies theoretical frameworks, such as Biesta’s three functions of education, to analyze policy documents like the Melbourne Declaration. His recent publications reveal a strong trend in curriculum evaluation, teacher education, and educational policy. His research spans from practical classroom pedagogy to high-level policy analysis, with a consistent emphasis on teacher voice, workload, and professional identity. He frequently collaborates with colleagues like Jackie Manuel and Jennifer Yoo, and his work has significant impact in Australia and internationally, particularly in the areas of outcomes-based education in Indonesia and teacher shortages in NSW. Scientific Awards: No specific awards are mentioned in the provided text. Dr Carter has successfully supervised research students and secured competitive grants, including funding from the Australian Teacher Education Association and the Australia-Korea Foundation. His funded projects cover topics such as career change student teachers, the K-2 Literacy and Numeracy Action Plan evaluation, and best practices in online arts learning post-pandemic. He is an active member of the academic community, serving as a peer reviewer for journals like Australian Journal of Language and Literacy and Educational Philosophy and Theory . He is also a sought-after media commentator, appearing on ABC and in major print publications to discuss contemporary educational issues. He leads and contributes to significant research projects and collaborative initiatives within the UTS School of International Studies and Education, focusing on teacher development, curriculum innovation, and educational equity.
Professor Rodney Jones is a distinguished academic at the University of Reading , serving as the Director of Postgraduate Research and holding the title of Professor of Sociolinguistics . His work bridges discourse analysis, digital media, and social identity, with a focus on mediated discourse analysis developed in collaboration with Professor Ron Scollon. Key research areas: digital literacies , algorithmic communication , health communication , and language and creativity . Recent projects include Folk Algorithmics (studying algorithmic mediation in social media) and Quarantined between cultures (addressing communication challenges for Chinese students during the pandemic). Awards: Fellow of the Academy of Social Sciences (2022). Grants: EIT Food , British Academy Special Research Grants . His teaching modules include Sociolinguistics (LS2SLG) and Language and New Media (LS2LNM) , reflecting his expertise in digital communication. Publications include Understanding Digital Literacies and Viral Discourse (Cambridge University Press, 2022).
Maria dos Santos Lonsdale serves as Professor of Information and Communication Design at the University of Leeds School of Design, where she also directs PACE (Professional Academy for Creative Enterprise) and previously served as Head of School from 2020 until her current sabbatical through September 2026. With academic credentials including a PhD from the University of Reading (2006) and extensive teaching experience since 1997 across Portugal and the UK, she brings significant expertise to her roles. Her research demonstrates remarkable interdisciplinary breadth, spanning healthcare communication, cybersecurity awareness, educational technology, and sustainable fashion. Lonsdale employs rigorous user-centered methodologies including focus groups, co-design sessions, usability testing, and eye-tracking studies to validate design solutions that improve user performance and wellbeing. Her work consistently bridges theoretical research with practical applications across multiple sectors. Lonsdale holds influential editorial positions as Editor-in-Chief for Visible Language journal (starting January 2025) and former Editor-in-Chief (2020-2024) for the Information Design Journal. She actively contributes to the academic community as an Academic Advisor for Luto (a global health communications company) and as a reviewer for major publishers including Sage and Routledge. Senior Fellow of the Higher Education Academy (SFHEA) Member of the International Society of Typographic Designers (MISTD) Regular contributor to design research societies Her research output reveals consistent focus on making information accessible and usable across diverse contexts, from virtual learning environments to public health communications. Lonsdale's work demonstrates how thoughtful application of design principles can solve complex real-world problems while enhancing user experience and information comprehension.
Dr Louisa Preston is a Lecturer in Publishing Studies within the Department of Literature and Languages at the University of Stirling. She serves as Divisional Chief Examiner for Literature & Languages and is affiliated with the Stirling Centre for International Publishing and Book Cultures (SCIPBC), contributing to the university's research theme of 'Cultures, Communities & Society'. Her educational background includes: PhD in 'Post-Digital Audience Engagement Activity in and across Visual Arts and Publishing' from University of Stirling and University of St Andrews (2019) MLitt in Publishing Studies from University of Stirling (2012) M.F.A in Fine Art from DJCAD, University of Dundee (2008) B.A (Hons) in Fine Art from DJCAD, University of Dundee (2004) Dr Preston's research focuses on publishing studies, print culture, and book history, with particular emphasis on creative practice research methodologies. She approaches publishing from the perspective of an artist-publisher/researcher, exploring how practice-based research can provide fresh insights into contemporary book cultures. Her work examines the 'post-digital' as a framework for understanding the increasingly interconnected nature of cultural content production and audience engagement across publishing, visual arts, and broader creative industries including games, music, and theatre. Prior to her academic career, Dr Preston worked as a professional artist in Dundee (2004-2011), exhibiting nationally and internationally. Her artistic background informs her scholarly work, with the Royal Scottish Academy holding selections of her artworks produced through the RSA John Kinross Scholarship. She has practical experience in gallery operations, having worked as a gallery assistant and technician at Dundee Contemporary Arts, and as a project assistant at Duncan of Jordanstone College of Art and Design, Cooper Gallery, alongside gaining editorial, production, and digital publishing experience at Edinburgh Business School.
Guillaume Boussard is a Lecturer in Classical Letters at the University of Rouen Normandy, affiliated with the ERIAC research unit (UR 4705) within the College of Letters and Human Sciences. His work bridges academic scholarship and public engagement through the performance and translation of ancient Greek and Latin texts. His research centers on poetic translation techniques and performance of classical literature, with deep expertise in Lucretius, Aeschylus, and Homer. He pioneers isometric translation methods that preserve original meter while exploring verse musicality, reception studies, and contemporary relevance of ancient works. His interdisciplinary approach connects philology with artistic practice. Boussard's publications reveal consistent focus on translating epic and dramatic works while maintaining formal precision, particularly in Lucretius' philosophical poetry and Greek tragedy. His work demonstrates how rhythmic structures and performative elements can revitalize classical texts for modern audiences. Scientific awards: Winner of the first bards’ competition (2007) Through extensive recitals and theatrical collaborations, Boussard has brought ancient texts to diverse audiences via festivals like Dionysies and Milliaires. His educational workshops at institutions including Lycée Jeanne-d'Arc demonstrate commitment to making classical languages accessible, blending scholarly rigor with creative pedagogy.
Dr. Michał Kapis is a Lecturer at the Faculty of English , Adam Mickiewicz University (AMU), Poznań, Poland. His academic profile combines expertise in Canadian literature , South African literature , and Indigenous literatures , with a particular focus on orality studies . He holds three degrees from AMU: a BA in English and South African Studies (2015), an MA in Polish-English-French translation (2017), and a Ph.D. in Canadian literature (2023). Specializes in Indigenous narrative structures Active in international academic conferences Recipient of Nancy Burke Honorable Mention His research interests focus on decolonizing literary methodologies through the analysis of oral traditions in written Indigenous texts. Conference presentations include comparative studies of works by Tomson Highway and Lee Maracle, exploring how oral storytelling techniques challenge Western literary conventions. His TEFL experience spans business English, exam preparation, and specialized vocabulary instruction. Scientific awards : 2017 - Honorable Mention, Nancy Burke Contest for Best MA Thesis in Canadian Studies Dr. Kapis' academic work at the intersection of Indigenous literatures and orality studies contributes to postcolonial discourse analysis, while his teaching practice bridges language acquisition and cultural competency.
Aaron Sachs is a Professor in the History Department and American Studies Program at Cornell University , with a focus on Environmental History , American Cultural History , and Interdisciplinary Approaches . His work bridges Historical Geography , Creative Nonfiction , and Intellectual History . His recent publications explore climate change, environmental justice, and urban ecology through lenses like 19th-Century Landscape Traditions , Melville’s Environmental Relevance , and Dark Comedy as Climate Communication . He has received recognition including a National Book Critics Circle Award Finalist (2022) and Pulitzer Prize Nomination (2013). Co-editor, New Directions in Narrative History (Yale University Press) Founder of the Cornell Roundtable on Environmental Studies Topics (CREST) Faculty sponsor of HAW! (Historians Are Writers)
Professor Felix Naumann is Chair for Information Systems at the Hasso Plattner Institute (HPI) at the University of Potsdam in Germany, where he leads the Information Systems research group. He is also Coordinator for MSc. Data Engineering and for the Data and AI track for MSc. Computer Science, and Speaker of the Research School on Data Science and Engineering. His extensive academic career includes visiting positions at CIRES Centre in Brisbane (2024-2025), SAP's Innovation Center (2020), AT&T Research (2016), and QCRI (2012). Professor Naumann's research focuses on data profiling, data cleansing, data integration, and data quality assessment with over 200 scientific publications. His work spans theoretical foundations and practical applications, with significant contributions to data quality metrics, metadata extraction, and AI-driven data preparation techniques. His research group develops prominent systems like Metanome for data profiling and Metis for data quality assessment. His recent publications demonstrate continued innovation in data management, with a growing intersection between traditional database research and AI applications. The 15 most recent papers show increasing focus on data quality for AI applications (KITQAR), multimodal data analysis (MELArt), and practical data cleaning frameworks that bridge database systems with machine learning pipelines. GI Dissertationspreis 2000 for best computer science PhD thesis IBM Research Division Award, 2002 Distinguished ACM member since 2021 Distinguished Reviewer Award - SIGMOD 2023 Best paper award at EDBT 2024 for Tasheeh paper Professor Naumann has successfully advised over 30 PhD students who now hold prominent positions at institutions like MIT, Google, Snowflake, and universities worldwide. His research has been funded by major grants including DFG Nachwuchsforschergruppe (2003-2008), IBM SUR Grant (2007), and DFG Forschergruppe Stratosphere (2010-2016). He leads the Information Systems research group at HPI, which includes PostDocs, PhD students, and student assistants working on projects like Metanome, Metis, KITQAR, and Janus, focusing on data profiling, quality assessment, and change exploration in data systems.
