In his PhD at the Lancaster Literacy Research Centre Jonathon used microethnographic approaches to analyse interactions between L2 English speakers talking about web-based media in a university classroom context. His work draws on multimodal interaction analysis and other areas of research involving situated sign usage to study interactions involving mediating computers, objects and interactive, non-linear texts. Currently he is involved with three projects as part of his work at the English Language Institute of Singapore:
- Multimodal literacy in Science – interpreting the Reading to Learn (R2L) programme through technological and subject literacy lens
- Fostering Science Teachers’ Language Awareness: Exploring Impacts on Teachers’ Oral Interactions with Students to Support Science Writing
- Elaborating the Framework of Communication for Learning in Science: Representing Meaning in Multiple Modes in Science and Mathematics
Ibrar Bhatt I.Bhatt@qub.ac.uk
Ibrar is Lecturer in Education within the School of Social Sciences, Education & Social Work at Queen’s University Belfast .Much of his recent work has been concerned with digital literacy and writing, and these interests emerge through his 2017 book ‘Assignments as Controversies‘ (Routledge/T&F). Ibrar has a background in community Literacy education and ESOL. Prior to joining Queen’s University, he was a Senior Researcher on a 2 year ESRC project at Lancaster University which investigated the changing nature of academic work, writing, and knowledge creation.
Margarita Calderón Margarita.email@example.com
Margarita completed her PhD, entitled Writing across home and school: The literacy practices and beliefs of 7- to 10-year-old Chilean children, and their relationship with writing in 2015. She is currently working as Lecturer in childhood literacy learning and teaching at the Universidad de Chile. She is also a research associate at the Centro de Investigación Avanzada en Educación, Universidad de Chile (Center for Advanced Research in Education) where she is researching the literacy practices of indigenous communities in Chile. She is also interested in expanding the results of her PhD into pedagogical practices.
Ian Cheffy firstname.lastname@example.org
Ian has particular interests in literacy in the context of development, basic education for adults, and multilingual education. Having worked as a literacy practitioner in Cameroon for 10 years, and subsequently as a trainer of literacy practitioners in developing countries, he conducted research in Cameroon, making use of a social practice view of literacy to explore the meanings of literacy for individuals and literacy programmes in a rural area of the country. He is a member of SIL, an international NGO specialising in the development of unwritten languages through the provision of writing systems, literature, training and education, and serves on the Executive Committee of the British Association for Literacy in Development.
Sue is a Lecturer in Technology Enhanced Learning (TEL) in the Educational Research Department. She has a particular interest in social justice and in/equality. In particular, her work examines how inequalities may be manifested and reproduced in everyday uses of digital technologies. She has researched digital pedagogy, digital inclusion, inclusive pedagogical design, digital literacy including online safety; and digital innovation. Sue has recently been investigating how disabled children and young people use digital technologies for learning. She is currently writing a book on this subject entitled: “Disabled Children and Digital Technologies: Everyday Practices in Childhood” for Bloomsbury Academic. She previously co-authored: “Primary Schools and ICT” in 2010 with Neil Selwyn and John Potter. She has previously been funded by the Institute for Prospective Technological Studies to investigate creativity and innovation in European schools. She led a key work package for the iTEC project to facilitate positive and sustainable innovative classroom practices enhanced by digital technologies in European schools funded by the EU (Framework 7).
Wendy Crocker email@example.com or @DocCroc13 on Twitter
Wendy continues to work with the Low German speaking Mennonite population exploring the home and school literacy practices of this transnational group in Ontario and in Mexico. Currently, she is exploring the demonstrations of literac(ies) on the walls of primary classrooms of schools in southwestern Ontario, Canada and in Cumbria, England. Wendy teaches at the Faculty of Education at Western University, Ontario, Canada, and is a Research Associate for the Interdisciplinary Centre for Research in Curriculum as a Social Practice.
Euline Cutrim Schmid firstname.lastname@example.org
Euline Cutrim Schmid is full professor of Applied Linguistics and TEFL at the University of Education Schwäbisch Gmünd, Germany. She has a PhD in Linguistics and an M.A. in Language Teaching from Lancaster University, and she also holds an M.A. in Applied Linguistics from the Federal University of Rio de Janeiro, Brazil. She has published and conducted research projects in the areas of computer assisted language learning, language teacher education and pluralistic approaches to foreign teaching and learning. Her recent books include Teacher Education in Computer Assisted Language Learning (Bloomsbury, 2017) and Teaching Languages with Technology (Bloomsbury, 2014, with Shona Whyte).
Vicky Duckworth Duckworv@edgehill.ac.uk
Vicky works at Edgehill University where she is a Reader in Education. Her research interests include practitioner and collaborative research methods, participatory action research and linking research and practice. She is interested in issues of empowerment and egalitarian approaches to teaching and learning and violence in relation to learning.
Rachel Heydon email@example.com
Rachel has visited the LRC and carries out research with members including Mary Hamilton, Kathy Hibbert and Roz Stooke on multimodality and governmentality. The main foci of her work include early years literacy curricula, intergenerational curricula, multimodality and the arts, and teacher professional learning in literacy. She is Professor in the Faculty of Education, Western University, Ontario, Canada and an editor of the Journal of Curriculum Studies.
Kathy Hibbert firstname.lastname@example.org
Kathy is the Director of the Interdisciplinary Centre for Research in Curriclum as a Social Practice and the co-ordinator of Curriculum and Pedagogy in the MPeD program, and co-ordinator of the Multiliteracies program in Preservice. Her own research asks, “How do our abilities to ‘read’ texts and to use and understand multimedia/other technologies shape our ability to communicate & learn?”
Prior to joining Western University’s Faculty of Education, Kathy spent many years as a teacher and consultant in a school system. She is a “Centre Researcher” with the Schulich Medicine & Dentistry’s Centre for Education Research & Innovation, applying educational theories and approaches to a clinical setting. She has conducted research with LRC members Mary Hamilton, Rachel Heydon, and Roz Stooke on a project exploring Multimodality and Governmentality. She is also working with Dr. Susan Rodger, and Dr. Alan Leschied on a curriculum and e-learning project focused on School Based Mental Health Literacy.
Tomoya Iwatsuki email@example.com
Tomoya, a former visiting researcher at the LRC, is Professor in Adult and Community Education Faculty of Human Development and Education Kyoto Women’s University, Japan and founder member of the Japanese Society for the Study of Basic Education and Literacies. He carried out a three-year research project with his colleagues about actual conditions of life and literacy practices of young people in social difficulties. They visited several groups which support young people in social difficulties and interviewed the young people there about their life histories, past school lives, jobs and literacy practices in everyday lives. Moreover, they interviewed the supporters and carried out participant observation of their activities. Through this project they have made the life conditions and literacy practices of young people in difficulties clear and examined detailed ways and systems of support for their learning.
Katy Jones holds a PhD in Educational Research at Lancaster University. She is investigating literacy and numeracy support offered by organisations supporting homeless adults. She is also a Research Fellow in the Sustainable Housing & Urban Studies Unit (SHUSU) at the University of Salford where she is involved in research on homelessness and welfare conditionality.
Kathrin is now in the Department of English, Stockholm University. She previously worked at the Institute of Medical Education, Cardiff University. She gained her PhD at the LRC, having researched uses and perceptions of English in academic writing by European non-native English speakers during the UK-based masters. Kathrin met her former Lancaster based colleagues again at Explorations in Ethnography, Language and Communication 5 conference at the University of Manchester in September 2014. Her current research looks at students’ developing research-based writing in multilingual settings with more than one academic language.
Carmen Lee firstname.lastname@example.org
Carmen is Associate Professor in the Department of English at the Chinese University of Hong Kong. She has published and conducted research projects in the areas of digital discourse analysis, literacy practices and identities online, and internet multilingualism. Her recent books include Multilingualism Online (Routledge, 2017) and Language Online (Routledge, 2013, with David Barton).
Sharon McCulloch email@example.com
Sharon currently works as a senior research associate in the department of Linguistics and English Language at Lancaster working on the ESRC-funded Dynamics of Knowledge Creation project. Her PhD research focused on the use of source material by postgraduate students in their academic reading to write, and now she is investigating the writing practices of academics in three different English universities.
Zoe Nikolaidou firstname.lastname@example.org
Zoe’s doctoral research was on the literacies drawn upon by NVQ candidates when developing professional portfolios. Her research projects have included research in a range of workplace sites, including warehouses and nursing homes. She is interested in the role of literacy and interaction in the way working conditions are shaped and in the construction of worker identity. She has also worked on projects that focus on health literacy, family literacy and academic literacy. She is now a senior lecturer in the Department of Culture and Learning at Södertörn University in Sweden and currently works on a project that focuses on parents’ health literacies. She has conducted ethnographic studies in the UK, Sweden and Greece.
Pamela Olmos-Lopez email@example.com
Pamela’s PhD research focuses on the analysis of authorial identity in academic discourse, particularly in undergraduate dissertations written in English as a Foreign Language. She proposes a framework for the analysis of dissertations and the heterogeneity among their chapters in terms of authorial expression. She uses a discourse analysis methodology in her research integrating corpus linguistics tools and text analysis. She has also developed research on writer’s identity, co-supervision, thesis writing, and academic discourse. She is currently working as a lecturer at the Languages Faculty of the Benemerita Universidad Autonoma de Puebla, Mexico.
Candice’s research has included projects in a range of educational and community settings, including schools, Further Education Colleges, and universities. She has also carried out research with people who are homeless, and research with children, including children’s concepts of punctuation, and children’s understanding of climate change both in and out of school. Candice is now Reader in Education and Literacies at the University of Central Lancashire. She was previously a Senior Researcher at Lancaster University. Candice is currently PI on a large AHRC-funded project, Stories to Connect With: disadvantaged children creating phygital community artefacts to share their life-narratives of resilience and transformation (2015-2017) www.stories2connect.org
Ami’s (2018) PhD dissertation was entitled, “Harmony through disharmony in online communication: An investigation of rapport building in discussion forums from a perspective of situated learning.” Ami is now a lecturer in Japan and a post-doctoral researcher at Otaru University of Commerce.
Jing’s (2009) PhD dissertation was on Chinese Migrant Children’s Multiliteracy Practices in Britain. She is interested in issues of literacy, multi-languages, discourses and identity formation. She is particularly interested in studying people’s daily literacy practices, such as home literacy, digital literacy, literacy associated with entertainments and the role of literacy in their identity and language change. Jing Sheng now works at University of International Relations in Beijing, China.
Octavia Springbett firstname.lastname@example.org
Octavia gained her PhD from the Department of Educational Research in 2015. Her doctoral research explored educational technology practices as a site for the enactment of teacher educator identity in English FE colleges. Her current research interests focus on the entanglement of policy, institutional practice and identity in further education.
Lynde Tan email@example.com
Lynde gained her PhD in the Department of Linguistics and English Language in 2011. The title of her thesis is: Adolescent literacies, multimodal textual repertoires, and digital media: exploring sites of digital literacy practices and learning inside and outside school. She is now at Western Sydney University, Australia where she dedicates her teaching and research to the area of language and literacy education and digital media. She recently published a book, “Teaching Writing and Representing in the Primary School Years” with her esteemed colleague, Dr Katina Zammit.
Virginie Thériault firstname.lastname@example.org
Virginie obtained her PhD in the Department of Linguistics and English Language in 2015. Her thesis was entitled: ‘Literacy mediation and literacy learning in community-based organisations for young people in a situation of precarity in Québec’. Since 2016, Virginie has been a lecturer in Informal Education at the University of Strathclyde (Glasgow, UK). Her current research interests include: literacy mediation and bureaucracies, young people and precarity, digital literacies, and community-based organisations’ semiotic landscapes. She is also interested in understanding the connections between the Francophone and Anglophone traditions of literacy research.
Lydia currently works in the Dept. of English at Fu Jen Catholic University, Taiwan. Her doctoral research was concerned with understanding more about EFL students’ learning of writing and with looking at the role of classroom interaction in the development of academic literacy. Her general interest is in the area of language education: the teaching and learning of literacy as a social practice in ESL/EFL contexts, the integration of research with classroom teaching and learning (especially ‘Exploratory Practice’), critical pedagogies and curriculum design. She is also interested in genre and critical discourse analysis, multimodality, intercultural communication. Her recent research projects include EFL students’ digital literacy practices, graduate students’ and their supervisors’ beliefs regarding thesis writing practices, and junior scholars’ identity construction in relation to writing for publication: An activity theory perspective.
Jonathan Tummons email@example.com
Jonathan completed his ESRC-funded PhD at Lancaster in 2011. He is now a lecturer at the School of Education, Durham University, UK, where he teaches undergraduate and postgraduate students, and also acts as course leader for the Doctorate in Education [international students]. In his PhD, Jonathan explored the assessment of trainee teachers, with a focus on the literacy practices and artefacts employed by students as well as teacher educators. More recently [2012-2015], he was a co-investigator for a three-year project based at Dalhousie University in Nova Scotia, ‘Medical Education in a Digital Age’, funded by the Social Science and Humanities Research Council of Canada (SSHRC). This research project explored the establishment of a new medical education curriculum through the use of a range of distributive technologies. He will be co-investigator on a further project, due to start in 2017, provisionally titled ‘Becoming a professional through distributed learning: a sociomaterial ethnography’ [also SSHRC funded]. His other research projects focus on teacher development and professionalism in the further education sector, the use of computer software for qualitative data analysis, and the use and extension of Communities of Practice theory. He has published widely on these different areas and is happy to distribute articles or book chapters in the spirit of open access!
Sandra Varey taught adult literacy in a college of further education and completed a PhD in the Department of Educational Research at Lancaster University, focusing on narrative constructions of adult literacy learners within their own biographical accounts and within UK policy discourse. Since 2013, Sandra has been based in the Division of Health Research at Lancaster University working on a range of health-related research projects including: ageing and wellbeing; the role of technology in health and ageing; patient safety and dignity; improving palliative care for prisoners; and patient experience of post-operative analgesia. Within these diverse studies, Sandra continues to pursue an interest in literacy studies.
Boris Vazquez-Calvo firstname.lastname@example.org
Boris (see his Academia.edu profile) completed his PhD in Language Sciences at Pompeu Fabra University, Barcelona, with a thesis entitled Digital language learning from a multilingual perspective: the use of online language resources in the one-to-one classroom. In 2014, he profited from a 3-month research stay at Lancaster Literacy Research Centre, helping him develop the methodological approach of this thesis. He is currently a postdoctoral researcher at Pompeu Fabra University too, developing the projects Digital Cultures and Identities in Language Education and Fandom in Spain, both led by Dr Daniel Cassany.
Ellen Vea Rosnes
Ellen Vea Rosnes holds a PhD in Literacy Studies from the University of Stavanger, Norway. Her research focuses on mission history, literacy, history of education and colonial educational policies. Her subject is the Norwegian mission’s literacy work in Madagascar during the colonial period and at independence. She is Associate Professor in Intercultural Communication and Global Studies at VID Specialized University, Stavanger.