Caroline Bassett is a Professor of Digital Humanities at the University of Cambridge, affiliated with the Faculty of English and serving as Director of Cambridge Digital Humanities (CDH). Her work bridges computational technologies, cultural forms, critical theories of technology, and media arts, with a focus on science fiction, automation anxiety, AI, and feminist digital studies. She has held visiting fellowships at institutions such as the Helsinki Collegium for Advanced Studies and co-founded the Sussex Humanities Lab at the University of Sussex. Education: BA (University of London), MA and PhD (University of Sussex). Her research interests center on the intersection of digital media, critical theory, and epistemic cultures. Key areas include AI’s impact on knowledge production, media archaeology, feminist critiques of technology, and the sociopolitical implications of automation. She explores these themes through theoretical frameworks, science fiction, and historical analyses of digital systems. Caroline’s publications span digital humanities, feminist theory, and media archaeology. Recent works examine computational therapeutics, postdigital aesthetics, and the ethics of everyday digital practices. Her book Anti-Computing (2021) highlights resistance to computerized culture, while Furious (2019) interrogates feminist digital futures. At Cambridge, Bassett leads interdisciplinary research through CDH and serves as a Professorial Fellow. She advises graduate students on topics like algorithmic justice, media archaeology, and digital media arts, and her work engages with technocultural transformation and the politics of AI.
Dr. Michelle Cannon is a Lecturer in Digital Arts and Media Education at the University College London (UCL) Institute of Education's Culture, Communication & Media department. She co-leads the Digital Storytelling module and serves as a dissertation supervisor for the MA Digital Media: Education program. Co-investigator, ESRC/AHRC-funded Play Observatory project Editorial board member: Film Education Journal, Learning, Media and Technology Executive Committee Member, Media Education Association International collaborations: British Film Institute, EU cultural agencies Her research explores digital media production in educational settings, focusing on film literacy, postdigital theory, and pandemic-related learning adaptations. Utilizing ethnographic and participatory visual methods, she investigates how children's creative practices intersect with social and cultural learning. Recent publications highlight her work on: Digital storytelling and transludic practices in pandemic contexts Ethnographic studies of postdigital play environments Critical media education frameworks Comparative analysis of European film literacy programs Scientific contributions include: ESRC/AHRC grant for children's play research International film literacy framework development Leadership in EU-funded scoping studies She trains teachers in digital media integration and has evaluated school film programs for the BFI. Her longitudinal study on lower-achieving children's learning experiences included documentary film production.
Lesley Gourlay is a Professor of Education at the IOE - Culture, Communication & Media , part of University College London . She has held leadership roles including Director of the Academic Writing Centre (2010-2020) and Head of the Department of Culture, Communication and Media (2014-2018). Research Focus: Science and Technology Studies in Education, Posthuman Theory, Sociomaterialism, Digital Engagement Awards: Leverhulme Major Research Fellowship (2021-2025) for 'The Datafied University' Her publications explore postdigital education, algorithmic governance, and digital performativity. Recent work includes the open-access monograph The University and the Algorithmic Gaze (2025) and co-editing the Palgrave Handbook of Science and Technology Studies in Education . She is currently working on two forthcoming monographs: The University and the Writing Machine and Weave: The Making of Meaning . Lesley's scientific contributions analyze digital education through postphenomenological, sociomaterial, and posthumanist lenses. Key themes include learning analytics, AI's role in education, and the materiality of digital practices. Her work challenges binary distinctions between online/campus education and human/nonhuman agency. Collaboration Network: Extensive co-authorships with scholars like Petar Jandrić, Clara O’Shea, and Martin Oliver. She co-organizes the UK-wide Digital University Network and contributes to journals such as Postdigital Science and Education and Educational Philosophy and Theory .
Sarah Sharma is a Professor of Media Theory at the University of Toronto’s Faculty of Information and Director of the Institute of Communication, Culture, Information and Technology (ICCIT). Her work interrogates intersections of technology, temporality, and labor through a feminist lens. She has held leadership roles in the McLuhan Centre (2017–2022) and is recognized for advancing critical media theory. Research focuses include: • Temporality’s role in cultural politics • Feminist reimaginings of McLuhan’s media theory • Digital platforms’ socio-political impacts • Labour dynamics in gig economies (e.g., TaskRabbit). Her upcoming book Insufferable Tools: Big Tech and the Broken Machine critiques tech industry failures. Key achievements: • 2024 Desmond Morton Research Excellence Award • 2014 NCA Critical Cultural Book of the Year for In the Meantime: Temporality and Cultural Politics . Her edited volume Re-Understanding Media (2022) exemplifies feminist extensions of media theory. Recent engagements include keynote addresses at the Canadian Communication Association (June 2025) and University of Michigan’s Digital Ideas Workshop (June 2025). She critiques ‘accelerationist’ narratives about technology and advocates for rethinking media through marginalized perspectives.
Dr James Lamb is a Lecturer in Digital Education at the Moray House School of Education and Sport, University of Edinburgh, where he is affiliated with the Institute for Education, Community and Society (IECS) and Edinburgh Futures Institute. He teaches on the MSc in Digital Education and MSc in Education Futures programs, and serves as course organiser for several key courses including 'Learning Spaces and Digital Technologies', 'The Future of Learning Organisations', and 'Education and Digital Cultures'. As an active researcher, he contributes to the Centre for Research in Digital Education and leads the Hybrid Pioneers research group. Dr Lamb's educational background includes a PhD from the University of Edinburgh (funded by ESRC), an MSc with distinction from the University of Edinburgh, and a BA degree with distinction from Edinburgh Napier University. His doctoral research focused on 'Space, Sociomateriality, Sound: the Learning Spaces of Higher Education,' reflecting his longstanding interest in the relationship between physical environments and educational experiences. Dr Lamb's research primarily investigates the relationship between learning spaces and digital technologies, with particular attention to how sound features within educational contexts and how multimodal approaches can enhance teaching and assessment. His work bridges theoretical frameworks from postdigital studies, sociomaterial theory, and spatial analysis to examine how digital technologies transform physical and conceptual learning environments. He has developed innovative methodologies for studying learning spaces, including the use of 'digital multimodal postcards' that capture both visual and auditory dimensions of educational experiences. His research is characterized by a strong commitment to practical applications that can inform educational design and improve student learning experiences in both physical and digital settings. Dr Lamb's extensive publication record demonstrates a clear evolution toward increasingly sophisticated explorations of postdigital learning spaces. His recent work integrates concepts from architecture, music, and mobility studies to create a more holistic understanding of how learners inhabit and transform educational environments. A notable trend is his growing focus on sustainability, equity, and well-being within learning space design, reflecting broader shifts in educational priorities toward more humane and socially responsible approaches to technology integration. Dr Lamb actively supervises PhD students Edward Martin and Nick Hood, and is open to supervising projects related to learning spaces, sound in education, and multimodal teaching and assessment in higher education. His supervision approach emphasizes connecting theoretical frameworks with practical educational applications, encouraging students to develop innovative methodologies for investigating complex educational phenomena. Dr Lamb leads the Elektronisches Lernen Muzik project, which explores the relationship between music and learning, and is a co-author of the influential Manifesto for Teaching Online. He is also a key member of the Hybrid Pioneers research group, which investigates the challenges and opportunities of hybrid teaching and learning environments. These initiatives reflect his commitment to exploring the intersections between traditional educational practices and emerging digital possibilities.
Dr. Jeremy Knox is an Associate Professor of Digital Education at the University of Oxford's Department of Education (since 2023). Previously, he served as Senior Lecturer at the University of Edinburgh and co-directed its Centre for Research in Digital Education. His research critically examines interactions between education, data-driven technologies, and societal structures, with ESRC- and British Council-funded projects exploring AI ethics, digital inequality, and global educational policies. He co-convenes the Society for Research in Higher Education's Digital University network and teaches on the MSc in Education's Digital and Social Change pathway. Education: PhD and MSc from University of Edinburgh; PGCE from University of Reading (awarded ESRC scholarship for PhD). Key Works: Authored influential books including AI and Education in China (2023), Data Justice and the Right to the City (2022), and Artificial Intelligence and Inclusive Education (2019). Awards: ESRC PhD Scholarship (2014). Research interests focus on postdigital theory, AI ethics, data justice, and global educational technology dynamics. His work critiques algorithmic governance in education and advocates for participatory data practices. Recent projects analyze China's AI education policies and the socio-technical implications of datafied learning environments. Publications span topics like MOOCs, learning analytics, and the political economy of EdTech, emphasizing critical perspectives on technological determinism. His writing bridges philosophy, sociology, and education policy to address systemic inequities exacerbated by digital tools.
Jessica Ringrose is a Professor of Sociology of Gender and Education at the UCL Institute of Education (IOE), part of University College London's Faculty of Education and Society. She co-directs the UCL Centre for Sociology of Education and Equity and leads the global Phematerialism.org network, focusing on feminist posthumanism and new materialism in education. Her research centers on gender equity, digital media's impact on youth, and technologically facilitated sexual violence. Notable projects include the Mayor of London’s 'Women We See' initiative, which addressed advertising diversity, and studies on cyberflashing influencing the UK Online Safety Bill. She has also explored youth experiences of online harassment during the pandemic. Ringrose holds a PhD from York University (Canada) and has advised UK governmental bodies, educational institutions, and NGOs on gender and digital safety. Her awards include the 2020 AERA Gender Equity Award. She advocates for inclusive education policies, digital literacy, and feminist methodologies to combat gender-based violence. Education: PhD in Sociology from York University, Canada Key Projects: Online Safety Bill advocacy (cyberflashing criminalization) 'Women We See' advertising diversity campaign AHRC-funded 'Postdigital Intimacies' research network Public Engagement: Regular media contributions to BBC, The New York Times, and The Guardian. Her work bridges academia and activism, emphasizing intersectional approaches to gender, sexuality, and digital justice.
Dr. Deniz Ortactepe Hart is a Lecturer in TESOL at the University of Glasgow, specializing in social justice language education. She joined the university in 2022 and has extensive experience across Turkey, the US, and the UK in teacher training and educational research. Her roles include founding convenor of the BAAL Language and Education for Social Justice SIG and coordinator of ELINET’s Language and Social Justice strand. Her research focuses on teaching languages for diversity, equity, and social transformation. Notable projects include the Social Justice in ELT initiative in Turkey (2018–2022) and collaborations with California’s Migrant Education Office. She authored Social Justice and the Language Classroom (2023) and is co-editing volumes on environmental and language justice. Her articles emphasize anti-oppressive digital spaces, culturally sustaining pedagogies, and identity重构 in multilingual contexts. Current research explores intersectional identities and environmental justice representation. She teaches courses like Which English? Sociolinguistics and Language Teaching and supervises students in social justice education and environmental justice. Grants include the British Council-funded project on feminist pedagogies (2024–2025) and leadership in Turkish migrant education initiatives (2018–2022). She actively engages in invited talks and professional memberships with TESOL, AAAL, and BAAL.
Professor Jen Ross is a Professor of Digital Culture and Education Futures at the University of Edinburgh, affiliated with the Moray House School of Education and Sport. She serves as Co-Director of the Centre for Research in Digital Education and Associate Dean (Research Cultures) in the College of Arts, Humanities and Social Sciences. Her research focuses on digital education futures, cultural heritage engagement, and the ethical implications of emerging technologies like AI in higher education. She has supervised 17 doctoral projects, contributing to fields such as online learning, open education, and surveillance studies. Dr. Ross holds a PhD from the University of Edinburgh (2012) and is a Senior Fellow of the Higher Education Academy. Her teaching includes leading courses on Education Futures and Digital Education at the Edinburgh Futures Institute. Notable projects include co-developing the E-learning and Digital Cultures MOOC and leading initiatives like the 'Higher Education After Surveillance' network. Her research publications explore postdigital education, speculative methods in pedagogy, and the intersection of technology with cultural heritage. Recent work addresses AI integration in schools and surveillance practices in academia. Key grants include the AHRC-funded 'Responsible AI in Education' project and the ESRC Impact Accelerator grant on AI futures. She has collaborated with institutions like the National Science and Media Museum, World Bank, and Scotland’s Futures Forum. Her book Digital Futures for Learning: Speculative Methods and Pedagogies (2023) synthesizes her work on forward-thinking educational strategies.
Dr. Kieran O'Halloran is a Reader in Applied Linguistics at King's College London, based in the School of Education, Communication & Society within the Faculty of Social Science & Public Policy. He holds a BA from the University of Cambridge and a PhD in Applied Linguistics from University College London. His research focuses on critical thinking, posthumanism, and digital pedagogy, integrating corpus linguistics and posthumanist theory. Key interests include creative teaching methods, digital text analysis, and the intersection of technology with education. He teaches modules such as 'Critical Posthumanism, Digital Data' and 'Film, Poetry, Style' in the BA English Language and Linguistics program. O'Halloran's work emphasizes innovative approaches to literary interpretation using AI and digital tools, as seen in his recent articles on AI-driven creative analysis and posthumanist stylistics. He leads initiatives like the King’s Festival of Artificial Intelligence, exploring AI's role in education and creativity. His research is affiliated with the Research Centre for Language, Discourse & Communication, focusing on descriptive linguistics and applied linguistic practices. Publications include books like Posthumanism and Deconstructing Arguments (2017) and Posthumanism and Corpus Linguistics (2022), alongside peer-reviewed articles in Language and Literature and Discourse, Context & Media . His pedagogical contributions highlight digital literacy and creative problem-solving in higher education.
Elsa Hedling is a Senior Lecturer in European Studies at Lund University's Joint Faculties of Humanities and Theology. With a PhD in Political Science from Lund (2018), her research intersects international relations, political sociology, and media studies, focusing on digitalization's impact on diplomacy and disinformation. European Studies, Lund University Centre for Advanced Middle Eastern Studies (CMES) Psychological Defence Research Institute Swedish Institute of International Affairs MECW: The Middle East in the Contemporary World Her work explores digital diplomacy, EU and NATO's social media strategies, and combating disinformation. Current projects include ADAC.IO (EU Horizon Europe-funded), Frictional Homebuilding (SRA-MECW), and Postdigital Propaganda (VR-funded). She is an Associate Professor (Docent) in Political Science at Lund University and teaches courses such as Introduction to European Studies and Social Media and Democracy.
Dr. Alison Croasdale serves as a Lecturer in Digital Media: Education at University College London's Institute of Education, specifically within the Culture, Communication & Media department and based at the UCL Knowledge Lab. She teaches across both undergraduate and postgraduate programs, focusing on the intersection of digital media and educational practice. Dr. Croasdale holds an undergraduate degree in English Literature with specialization in Gothic literature, followed by two Master's degrees: Critical Theory from Manchester Metropolitan University (2008) and Digital Media, Culture and Communication from UCL's Institute of Education (2016). Prior to her academic career, she spent ten years as a secondary school middle leader and teacher of English and Media in East London, providing valuable practical experience that informs her research and teaching. Her research interests focus on the intersection of digital media and English teaching methodologies, particularly examining how digital approaches can enhance student engagement with challenging literary texts. She explores the evolution of teaching practices through a postdigital lens and investigates non-professional videogame design as both a creative process and analytical tool for education. Her work bridges traditional literary studies with contemporary digital practices, with particular attention to how game design principles can illuminate classic texts like Shakespeare's Macbeth. Dr. Croasdale has presented numerous conference papers on innovative teaching approaches, including 'Creating and Recreating Game Time' at the University of Exeter (2023), 'Full of sound and fury: Teaching Macbeth through Game Design' for BritGrad (2022), and 'GCSEs to Undergraduate: Managing Student Transition' at the University of Keele (2019). Her recent publications examine postdigital videogame literacies and the application of game design principles to educational contexts. As an educator, she serves as module leader for 'Moving Image Production' (postgraduate) and 'Media Education in Schools' (undergraduate), while also contributing to 'Digital Media: Enquiry' and 'Creativity: from Theory to Practice in English, Media and Drama.' She supervises dissertations and reports on the MA Digital Media: Education program, guiding students in exploring the creative and analytical potentials of digital media in educational contexts.
Ibrar Bhatt is a Senior Lecturer at Queen's University Belfast's School of Social Sciences, Education and Social Work. His research focuses on the intersections of linguistics and higher education, with particular emphasis on digital literacy, epistemology, heritage literacy, and Sino-Muslim communities. He has held prestigious fellowships, including the Leverhulme Research Fellowship (2021–2023), and led projects such as 'Literacy & Harmony: A Study of Sino-Muslim Literacies in Modern China.' Bhatt has authored/co-authored influential books like A Semiotics of Muslimness in China and Assignments as Controversies . He actively contributes to academic governance and editorial roles, including serving as Executive Editor of Teaching in Higher Education . His teaching includes modules like Digital Literacy & Communication (EDU7273). Bhatt's awards include the British Academy Grant and a Best Concise Paper Award. His work explores how digital literacies transform marginalized communities and address epistemological challenges in the postdigital era. Education: PhD from University of Leeds (ESRC-funded). Prior affiliations: Lancaster University, University of Bradford. Research Interests: Digital literacy as a social practice, heritage literacy in religious contexts, sociolinguistics of Islam, and postdigital epistemology. Recent projects include studies on Hong Kong SAR and the Greater Bay Area. His work bridges theory and practice, emphasizing literacy's role in empowerment and identity. Articles Overview: Recent publications focus on semiotic ideologies in social media, postdigital citizen science, and epistemology of deceit. His work highlights interdisciplinary approaches, blending linguistics, education, and sociology. Awards: Leverhulme Fellowship, British Academy Grant, Fellow of the Higher Education Academy. Advising & Grants: Supervises PhD projects on literacy, language education, and digital epistemology. Active in securing grants and fellowships, including a 2025–2027 Leverhulme Research Project Grant. Labs/Teams: Leads initiatives on heritage literacy and collaborates internationally, including visits to Jilin University (China) and King AbdulAziz University (Saudi Arabia).
Professor Alice Bell is a Professor of English Language and Literature at Sheffield Hallam University, affiliated with the Sheffield Creative Industries Institute, Humanities Research Centre, and Culture and Creativity Research Institute. She holds a BA, MSc, PGcertHE, and PhD. Her work focuses on digital fiction, narratology, and stylistics, with a particular emphasis on how digital technologies shape narrative forms and reader engagement. Her research explores stylistics, literary-linguistics, and narratology, with a focus on born-digital fiction such as hypertext, app-based stories, and VR narratives. Key areas include interactivity in digital environments, cognitive processing of digital texts, and ontological boundaries between fiction and reality. She has led major projects like the AHRC-funded Reading Digital Fiction (2014-2017) and collaborates on preservation initiatives like the Digital Fiction Curios project. Recent work examines postdigital themes, empirical reader responses in VR fiction, and the interplay between fact and fiction in contemporary narratives. These studies often bridge narrative theory, cognitive poetics, and digital media analysis. Professor Bell has secured significant funding, including a £349,957 AHRC/DFG grant (2023) as PI for Reading Post-Postmodernist Fictions of the Digital . She supervises postgraduate students in areas like cognitive poetics, digital fiction, and experimental writing, including projects such as Alternate Realities: Possible Worlds Theory and Counterfactual Historical Fiction and ‘Digesting Creepypasta’: A Genre Analysis of Social Media Horror Fiction . Her collaborations include work with the One-to-One Development Trust on digital preservation and co-editing projects like Possible Worlds Theory and Contemporary Narratology (2019) and a special issue on fact-fiction dynamics in the European Journal of English Studies .
Janneke Adema is an Associate Professor in Digital Media at Coventry University's Research Centre in Postdigital Cultures. Her work critically examines scholarly communication practices, focusing on radical open access publishing, processual publishing, and posthumanist knowledge production. She actively contributes to scholar-led initiatives such as the Radical Open Access Collective and COPIM (Community-led Open Publication Infrastructures for Monographs). Her research integrates theoretical analysis with experimental publishing practices, including live documentation on https://www.openreflections.org/. Education : PhD in Media, Coventry University (2015) MA in Book and Digital Media Studies, Leiden University (2008) MAs in Cultural and Intellectual History, and Philosophy, University of Groningen Research Focus : Postdigital cultures, open access monograph sustainability, processual publishing, decolonizing knowledge production through multilingual practices, and reimagining authorship beyond human-centric frameworks. She explores how digital tools and community governance can transform scholarly publishing ecosystems. Key Projects : COPIM: Developing sustainable open access infrastructures for monographs Open Book Futures: Experimenting with new editorial workflows and community engagement Grants & Advising : Supervises PhD students on topics like experimental publishing and radical open access. Leads interdisciplinary teams in COPIM and Open Book Futures, securing funding for infrastructure development and policy research. Labs/Teams : Involved with Open Humanities Press, Post Office Press (POP), and the Radical Open Access Collective, promoting scholar-led publishing models.
