جست‌وجوی استاد و پژوهشگر

Simon Millsمشاهده پروفایل

دانشیار

• Philosophy of Technology
• Media Theory
• Gilbert Simondon
• +۱۱ مورد دیگر

Simon Mills is an Associate Professor in New Media at the Leicester Media School, Faculty of Computing, Engineering and Media, De Montfort University (DMU), UK. He is a leading scholar in the philosophy of technology and media theory, with a specialized focus on the work of Gilbert Simondon. His research explores the philosophical underpinnings of digital media, information, and technical individuation, contributing significantly to contemporary debates on AI, big data, and ethics. PhD, University of the West of England — Gilbert Simondon: Causality, Ontogenesis & Technology PGCert(HE), De Montfort University MSc in Multimedia, Nottingham Trent University MA in Writing (Practice & Issues), Nottingham Trent University BA Hons Philosophy, University of Nottingham Simon Mills' research centers on the philosophy of technology, particularly the work of Gilbert Simondon, and its application to contemporary issues in digital media, AI, and ethics. He investigates concepts such as individuation, transduction, and the transindividual, bridging continental philosophy with media and technology studies. His work critically engages with cybernetics, information theory, and the ontology of technical objects, especially in software and data systems. His recent publications, including the monograph Gilbert Simondon: Information, Technology and Media (2016) and articles like 'Simondon and Big Data' (2015), demonstrate a consistent trajectory in analyzing the philosophical implications of big data, AI, and digital culture through Simondonian frameworks. His scholarship reveals a deep engagement with interdisciplinary themes, connecting philosophy, media studies, and computer science to critique and reimagine technological development. Simon Mills has served on the editorial advisory board of Writing Technologies and has conducted peer reviews for journals such as AI & Society , Information, Communication and Society , and Sociological Review . He has delivered invited talks and keynotes at international conferences, including events at Nankai University, Edinburgh University Press, and the University of Kent, affirming his standing in the academic community. He teaches courses in New Media theory, AI & Society, Cybernetics, and Digital Publishing. He is affiliated with the Media & Culture Research Centre (MCRC) at DMU, contributing to a vibrant research environment focused on media, technology, and culture. His ongoing work includes a forthcoming chapter in The Edinburgh Companion to Simondon (2025), where he explores the optative dimension of technical and ethical invention.

Jill M Castekمشاهده پروفایل

استاد

• Digital Literacies
• New Literacies
• Bi/multilingual Education
• +۵ مورد دیگر

Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.

Csanád Bodóمشاهده پروفایل

دانشیار

• Sociolinguistics
• Language Revitalization
• Dialectology
• +۶ مورد دیگر

Dr. Csanád Bodó (Habil. Associate Professor) is affiliated with the Institute of Hungarian Linguistics and Finno-Ugric Studies at Eötvös Loránd University (Budapest). He serves as a lecturer in the Department of Hungarian Historical Linguistics, Sociolinguistics and Dialectology, and contributes to the MTA-ELTE Kollaboratív Írás Kutatócsoport (Hungarian Academy of Sciences-ELTE Collaborative Writing Research Group). Academic rank: Associate Professor Contact: bodo.csanad@btk.elte.hu His research focuses on participatory sociolinguistics , particularly in the context of Hungarian-speaking minority communities in Eastern Europe. Key themes include: Language revitalization strategies among the Moldavian Csángó community Critical family language policy in peripheral regions Translanguaging and multilingual education practices Enregistering politically correct language in urban academic settings Collaborative research methodologies Language ideologies in revitalization contexts Recent publications (2025–2022) analyze collaborative knowledge production, language revitalization through education, and transliteracies in minority educational contexts. His work critically engages with language endangerment rhetorics and participatory approaches to sociolinguistic research.

• Multilingual Literacy Development
• Immigrant and Refugee Education
• Language and Identity
• +۵ مورد دیگر

Fares Karam, Ph.D. , is an Associate Professor of TESOL in the College of Education and Human Development at the University of Nevada, Reno . His work centers on language and literacy development for immigrant and refugee multilingual learners, with a focus on critical pedagogy and equity in education. Education : Doctor of Philosophy in Education (English Education), University of Virginia; Master of Arts in English Language and Literature, Lebanese University; Bachelor of Arts in English Language and Literature, Lebanese University. Research Interests : Karam’s scholarship examines raciolinguistic ideologies, translanguaging practices, and the institutional responsibilities of schools in supporting refugee-background students. He employs ethnographic and critical discourse analysis methods to amplify marginalized voices. Recent Publications (2023-2025) explore topics such as: media representations of refugee students, critical dialogic education frameworks, transliterate practices in refugee communities, and the evolution of multilingual identities in STEM. Keywords span Linguistics , Education , and Refugee Studies . Scientific Awards include: 2022 NAEd/Spencer Postdoctoral Fellowship Semifinalist 2018 Outstanding Faculty Research Award, UNR 2017 AERA Distinguished Dissertation Award 2017 University of Virginia Bruce Gansneder Award 2016 TESOL International NNEST Issues Award Editorial Roles : Serves on the boards of TESOL Quarterly (2022–present) and Journal of Language, Identity & Education (2019–present). Chaired TESOL International Association’s Awards Professional Council (2022) and served on its Research Professional Council (2016–2019).

David E. Lowمشاهده پروفایل

استاد

• Literacy
• Teacher Preparation
• Secondary English Language Arts
• +۹ مورد دیگر

David E. Low is a Professor in the Department of Literacy, Early, Bilingual and Special Education at California State University, Fresno's Kremen School of Education and Human Development. His research examines critical multimodal literacy practices of children and youth in diverse learning spaces, with particular expertise in comics, visual literacy, and critical pedagogy. Dr. Low previously served as Assistant Professor (2015-2020) before advancing to Associate Professor and ultimately Professor. Dr. Low earned his Ph.D. from the University of Pennsylvania, M.A. from New York University, and B.A. from the University of Arizona. His educational background in language, literacy, and culture informs his current research and teaching approaches which center on critical praxis and dismantling educational status quos that harm learners. Dr. Low's research focuses on intersections among multiliteracies, multimodality, racial and cultural identity, antideficit and antiracist pedagogies, popular culture/media, and critical multicultural education. His recent book "Transgressive Humor in Classrooms" (Routledge, 2024) explores humor as a form of social critique in secondary ELA classrooms. He has published extensively in top journals including Journal of Literacy Research, Research in the Teaching of English, Language Arts, and English Education, with over 30 scholarly publications to his name. Dr. Low's scholarly trajectory demonstrates consistent engagement with visual and multimodal literacies, particularly comics and graphic narratives, as tools for critical inquiry, social justice education, and identity exploration. His work spans teacher education, children's literature analysis, and critical examinations of representation across multiple disciplines including mathematics, gender studies, and cultural identity. Dr. Low has received significant recognition for his scholarship: Arthur Applebee Award for Excellence in Research on Literacy (2023) Divergent Publication Award (2023) Keynote speaker at NCTEAR (2025) As an academic leader, Dr. Low chairs the University Personnel Committee at Fresno State (2020-present) and serves on the Executive Committee of ELATE (2023-27). He previously served as the School of Education's Faculty Assembly President (2017-18), co-chaired the Research Committee (2016-19) and Dandoy Committee (2017-23), and convened the César Chávez Education Conference (2017). His teaching focuses on mentoring pre- and in-service teachers to develop frameworks that honor students' cultural and intellectual legacies. He oversees the College's ongoing partnership with the Fresno American Indian Health Project (2015-present). Dr. Low serves on the Editorial Review Boards of Research in the Teaching of English and English Journal. He previously served as Section Editor for Language Arts (vols. 97 and 98, 2019-21) and co-edited a special issue of English Teaching: Practice and Critique. He is past chair and program chair of the AERA Literature SIG (2015-19) and a past member of NCTE's Standing Committee on Research (2018-21).

• Early Childhood Education
• Elementary Education
• Reggio Emilia Approach
• +۱۳ مورد دیگر

Efleda P. Tolentino is Associate Professor and Chairperson of the Department of Teaching and Learning at the College of Education, Information and Technology, Long Island University (LIU), Brookville Campus. She also serves as Director of the Early Childhood Program. Her academic credentials include a Ph.D. from New York University and B.A. and M.A. degrees from the University of the Philippines. She is deeply committed to teacher education and creating inclusive, inquiry-based learning environments for young children. Dr. Tolentino's research and teaching are centered on early childhood and elementary education, with a strong emphasis on the Reggio Emilia approach, developmental psychology, language and literacy development, bilingual education, and racial identity in early childhood. She is particularly interested in how teacher educators can act as agents of change by fostering critical thinking and equity literacy among pre-service and in-service teachers. Her pedagogy is grounded in a social constructivist framework, emphasizing the 'pedagogy of listening,' personal narrative, reflection-action, dialogic inquiry, and field practica to help teacher candidates develop professional dispositions sensitive to the needs of young children and their diverse cultural backgrounds. Her most recent publications and presentations focus on emergent literacies, remote teaching during the pandemic, transliteracies, and racialized identities in education. These works reflect a consistent trend toward understanding how children make meaning through multiple modalities, especially in digital and hybrid learning environments, and how teachers can support this process equitably. Her scholarship bridges theory and practice, drawing inspiration from Paolo Freire and the Reggio Emilia philosophy. Dr. Tolentino has been recognized with numerous honors, including being a multiple-time nominee and 2022 awardee of the Newton Award for Excellence in Teaching at LIU. She has also received awards from Brown University, the University of Vermont, and New York University for teaching, research, and service. Her affiliations include the National Association for the Education of Young Children (NAEYC), International Reading Association, and National Council of Teachers of English. She actively supervises doctoral students, having chaired and served on numerous dissertation committees focusing on leadership, equity in STEM, financial literacy, bilingual education, and literacy practices. Her work as a mentor reflects her commitment to developing future educational leaders and researchers. Dr. Tolentino has also participated in international study groups, including visits to Reggio Emilia, Italy, and has delivered invited presentations in China and the Philippines, underscoring her global impact on early childhood education.

Sarah Rappمشاهده پروفایل

استادیار

• Critical Literacy
• Dialogic Theory and Pedagogy
• Transliteracies
• +۷ مورد دیگر

Sarah Rapp is an Assistant Professor in the Educational Leadership Department at Sonoma State University (SSU), where she also serves as the EDEL Program Coordinator and MA in Educational Leadership Coordinator & Advisor. She joined SSU in 2022 and is actively engaged in teaching, advising, and research focused on transformative educational practices. Education: PhD: UC Santa Cruz, 2023 MA (Education): UC Santa Cruz, 2017 MA (Educational Leadership): Sonoma State University, 2013 Single Subject Credential (CLAD), English: Sonoma State University, 2001 BA (Psychology): UC Santa Cruz, 1998 Her research centers on justice-oriented and student-centered pedagogy , with a strong emphasis on critical literacy, dialogic theory, transliteracies, and youth participatory action research . She investigates how students communicate beyond the classroom and how their identities are shaped through multimodal and public-facing literacy practices. Her work often explores the experiences of linguistically diverse youth and the potential of creative, real-world communication to transform learning. The analysis of her recent publications reveals a consistent focus on youth voice, identity construction, and innovative forms of literacy across both K–12 and higher education contexts. She frequently employs qualitative and narrative methods to examine how students use skateboarding, music, digital media, clothing, and public writing to express themselves and engage with social issues. Her scholarship bridges theory and practice, advocating for pedagogies that validate student agency and cultural knowledge. Scientific Awards and Recognitions: Divergent Award for Excellence in Literacy in a Digital Age (2023) Milam-McGinty-Kaun Award for Excellence in Teaching (2017–2018) Emerging Scholar Award (2017) Elliott Fellowship for Professional Renewal Award (2007) Santa Rosa Chamber of Commerce Excellence in Education Nominee (2005) Sarah Rapp advises graduate students in the MA in Educational Leadership program and supports their academic and professional development. While specific grant funding is not mentioned in the provided text, her research is supported through fellowships and institutional awards. She brings extensive practical experience from her years as a high school teacher, instructional coach, and assistant principal, enriching her academic work with real-world insights. She is also involved in collaborative initiatives, such as co-founding a project-based elementary school in partnership with local districts and families, reflecting her commitment to community-engaged education. Her interdisciplinary approach integrates curriculum studies, secondary education, and leadership development to foster equitable and innovative learning environments.

Mohammed Sakip Iddrisuمشاهده پروفایل

استادیار

• Global Black Rhetorics
• Community Literacies and Writing
• Indigenous African Epistemologies
• +۴ مورد دیگر

Mohammed Sakip Iddrisu is an Assistant Professor in the Department of English at Texas Christian University (TCU), affiliated with the AddRan College of Liberal Arts. He holds a Ph.D. in Writing, Rhetorics, and Literacies from Arizona State University (2024), an M.A. in Rhetoric and Writing Studies from the University of Texas at El Paso (2019), and a B.A. in English from Kwame Nkrumah University of Science and Technology in Ghana (2013). His research focuses on Global Black Rhetorics, Indigenous African Epistemologies, and Anti-Racist Pedagogies. His work emphasizes decolonial methodologies and the intersection of rhetoric with community literacies and public advocacy. Dr. Iddrisu’s research explores topics such as linguistic injustice in Ghana, the role of Islamic counterpublics in the U.S., and the experiences of multilingual educators. His publications include studies on healing through literacy practices among African Americans in Ghana and the rhetorical challenges faced by hijab-wearing Muslim women in public spaces. He actively presents at conferences such as the Rhetoric Society of America and the Conference on College Composition and Communication. His honors include the 2023 Graduate College Completion Fellowship (Arizona State University), the 2022 Marvin Fisher Award for Teaching and Research, and the 2017 Medal of Excellence in Teaching English as a Foreign Language from the Saudi Arabian Ministry of Education. He teaches courses like Introduction to Composition: Writing as Inquiry, emphasizing anti-racist pedagogies and community-engaged writing.

• Cinema Education
• Media Pedagogy
• Cultural Industries
• +۴ مورد دیگر

Perrine BOUTIN is a Researcher at Sorbonne Nouvelle University - Paris 3 , affiliated with the Cinema and Audiovisual Department (CAV) and the IRCAV - Institute for Research on Cinema and Audiovisual . She contributes to the New Pedagogies collection and serves as a reference teacher for bachelor's students. Co-head of the MEEF Cinema option and the 'Image Teaching: Creation of Educational Tools and the Art of Transmission' course Deputy Head of the Cinema and Audiovisual Masters program Responsible for Validation of Acquired Experience for CAV department Research Interests encompass mediations of cinema, visual pedagogy, reception of cultural industries, digital practices, and childhood/adolescence representation in film. She explores: Didactics of cinematographic image Media education policies in France Transliteracy and information culture transformation Digital humanities in educational contexts Transmedia mediation devices Curriculum design for cinema studies Publications include books and articles on visual education, digital integration in teaching, and cultural transmission through cinema. She participates in projects like ANR Translit and RHEIC , focusing on cultural industries and information education. Supervisory Activities include directing master's theses on image-related pedagogy and cinematic representations of youth.

Nathan Phillipsمشاهده پروفایل

دانشیار

• Adolescent Literacy
• Spatial Literacies
• Media Literacy
• +۷ مورد دیگر

Nathan Phillips is an Associate Professor in the Department of Curriculum & Instruction at the University of Illinois Chicago (UIC) College of Education. He serves as Co-Coordinator of the MEd in Language, Literacies, and Learning program. Prior to academia, he taught high school English, journalism, creative writing, and film. Phillips holds a PhD from Vanderbilt University (Learning, Teaching, and Diversity), an MA from Brigham Young University (English), and a BA in English Teaching. His research focuses on spatial literacies, media literacies, and multimodal learning environments. He investigates how young people engage with virtual/physical landscapes and media to develop civic agency. Current projects include designing map-based performances for argumentation and studying youth-produced public media. His work emphasizes connections between geography, literacy, and qualitative research methods. Phillips has published extensively on topics like digital literacies equity, embodied science learning through performance, and justice-centered pedagogies. His recent work explores intersections of spatial justice and literacy practices, including community-based projects like Chicago Global Water Dances. Co-authored works address transliteracies frameworks and hybrid learning communities. Teaching focuses include disciplinary literacy preparation for secondary teachers. He maintains active collaborations with local schools through design studios and maker spaces, emphasizing equitable technology integration. Phillips' work is informed by principles of critical pedagogy and participatory action research.

• Educational Theory
• Elementary Education
• Literacy Studies
• +۳ مورد دیگر

Dr. Jacqueline Filipek is an Associate Professor in the Department of Education at The King's University, affiliated with the Faculty of Education. Her research focuses on educational theory, literacy studies, and curriculum development, particularly in elementary education. She explores transliteracy practices in classrooms, narrative-based pedagogy, and ethnographic methodologies in educational settings. Her work emphasizes the intersection of literacy practices with cultural and familial contexts, including studies on families with children who have learning disabilities. Dr. Filipek has published extensively on curriculum design, teacher education, and sociolinguistics in education, contributing to discussions on language policy and multilingual classroom dynamics. Dr. Filipek has advised no formally listed students and holds no explicitly mentioned awards or grants. Her research interests are reflected in her publications, which address topics such as multimodal literacies, narrative pedagogy, and ethnographic approaches to understanding educational experiences.

Jennifer F. Reynoldsمشاهده پروفایل

استاد

• Linguistic Anthropology
• Transnational Migration
• Language Socialization
• +۲ مورد دیگر

Jennifer F. Reynolds is Professor of Anthropology and core faculty in Linguistics and Latin American Studies at the University of South Carolina's McCausland College of Arts and Sciences. Her linguistic anthropology research examines discourse practices in transnational contexts, particularly Guatemalan indigenous communities and immigrant experiences. Reynolds employs visual and linguistic ethnography to study language socialization amid political-economic restructuring. Her work explores three key areas: Language socialization across borders Digital and media representations of immigration Indigenous language revitalization Recent publications analyze interdiscursive dimensions of indigenous youth mobility (2024), mediatized representations of ICE raids (2023), and linguistic anthropology of visual methods (2023). Her research has been funded by Wenner-Gren Foundation and University of South Carolina grants. Scientific Awards: Ruth Benedict Global Citizenship Award (2012) Charles E. and Sue K. Young Graduate Student Award (2001) Two Thumbs Up Award (2017) Reynolds teaches courses including Language, Culture & Society and Ethnography of Communication, supervising graduate students in linguistic anthropology. She chaired the Department of Anthropology and serves on editorial boards for Pragmatics and the International Encyclopedia of Linguistic Anthropology.

Lindsey Albrachtمشاهده پروفایل

مدرس

• Translingual Pedagogies
• Anti-Racist Education
• Student Movement Organizing
• +۶ مورد دیگر

Lindsey Albracht is a Lecturer and Co-Director of First-Year Writing at Queens College, City University of New York, within the Department of English. Her work bridges translingual and anti-racist pedagogies, examining historical student organizing movements to reimagine language reception practices in higher education. Co-Director of First-Year Writing Doctoral Lecturer in the Department of English Research Interests include literacy, writing assessment, writing program administration, writing centers, technical writing, and critical digital pedagogy. She explores how cross-racial and multilingual student activism from the 1960s–70s informs contemporary educational frameworks. Selected Publications focus on surveillance culture in universities, critical transliteracies, and translingual ecologies. Her recent works engage with anti-racist education, institutional critique, and collaborative learning models in course-contract classrooms.

Maria Joaquina Valero Gisbertمشاهده پروفایل

دانشیار

• Spanish phraseology
• Bilingual lexicography
• Audiovisual translation
• +۳ مورد دیگر

María Joaquina Valero Gisbert is Associate Professor (Professore Associato, “II fascia”) of Spanish Language and Translation at the University of Parma , Italy, within the Department of Humanities, Social Sciences and Cultural Enterprises. Since 2016 she serves as President of the Master in Audiovisual Translation and sits on the PhD boards in “Philological-Literary Sciences, Historical-Philosophical and Artistic Sciences” and the National Doctorate in “Learning Sciences and Digital Technologies”. She is member of the Scientific Council of the Doctoral College and of the Executive Board of the Spanish Association of Italian Language and Translation (ASELIT). Education PhD in Linguistics, University of Valencia / University of Bologna Degree in Modern Foreign Languages and Literatures, University of Milan Research Qualification (Idoneità alla Ricerca), University of Valencia Pedagogical Aptitude Diploma, University of Valencia Degree in Hispanic Philology, University of Valencia Research interests centre on Spanish phraseology, bilingual Spanish-Italian lexicography, audiovisual translation with a special focus on accessibility through audio-description, and the application of digital technologies and game-based learning to translator and language training. Her work integrates linguistic, pedagogical and technological perspectives to enhance inclusive communication and cultural heritage accessibility. Her recent publications (2020-2023) reveal a clear trajectory: intensive investigation into inter-semiotic translation and audio-description for film, comics and cultural heritage; critical analysis of how cultural references and phraseological units are handled in bilingual dictionaries; and exploration of serious games and digital tools for developing transliteracy and language skills. Scientific evaluation and awards Registered expert reviewer for the Italian Ministry of University and Research (MIUR) since 2012 Member of REPRISE – Register of Expert Peer Reviewers for Italian Scientific Evaluation (2018) Referee for numerous Class-A journals and international conferences Doctoral supervision and teaching span BA, MA and PhD courses in Spanish language, translation, specialised languages, and audiovisual translation. She has supervised countless theses since 2002 and is actively involved in curriculum design for language teacher education programmes. Laboratory & projects : Coordinator of the local unit in the Horizon Europe project “TLIT4U – Improving Transliteracy Skills through Serious Games”; partner in the PRIN project “A new digital space for the lexicographical heritage: The Digital Treasury of Italian-Spanish Bilingual Lexicography”; member of the national Cluster TICHE on technological innovation in cultural heritage.

Alan Liuمشاهده پروفایل

استاد

• Digital Humanities
• British Romantic Literature
• Science and Technology Studies
• +۵ مورد دیگر

Alan Liu is a Professor in the English Department at the University of California, Santa Barbara , where he has served since 1987. He has held leadership roles including Chair (2008–2012), Graduate Program Director, and Undergraduate Program Director. Affiliated with the Center for Information Technology and Society and the Media Arts & Technology program, Liu bridges humanities and technology through his research and projects. B.A., English Literature, Yale University M.A., Creative Writing, Stanford University (1979) Ph.D., English Literature, Stanford University (1980) His research spans British romantic literature , Digital Humanities , and Science and Technology Studies . Early work focused on Wordsworth and the interplay between literature and history, while later research examines the cultural impact of information technology, digital humanities, and social computing. Liu founded initiatives like Voice of the Shuttle , Transliteracies , and 4Humanities , with projects supported by NEH and Mellon Foundation grants. Liu’s recent publications explore topics such as data science , machine learning , and photonic integrated circuits , reflecting his interdisciplinary approach. He has also led advocacy efforts for the humanities and served on committees like the MLA’s Committee on Information Technology .