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.
Tony Capstick is Lecturer in Applied Linguistics and TESOL at Reading University. He completed his PhD at Lancaster University. His latest book is Language and Migration (Routledge, August 2020).
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).
Clarah Dhokotera is a researcher and PhD student at the Hub for Multilingual Education and Literacies(HuMEL) at the University of the Witwatersrand, South Africa. Her PhD is on Multilingual performances of grade six immigrants learners and examination of translanguaging as a transformative approach. She coordinates a grants and partnerships division of HUMEL to enhance global dialogues on multilingual education and literacies. Her research interest spans over areas in multilingual education, immigrant literacies, translanguaging and literacy.
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.
Jamie Duncan email@example.com
Jamie Duncan completed his PhD in 2019 at the Literacy Research Centre, Lancaster University. Combining ethnographic and historical traditions from the New Literacy Studies and Social Movement Studies, and based upon fieldwork in Rio de Janeiro and its favelas, his PhD thesis focussed on the interconnection of campaigning literacies, memorial literacies, media-activist literacies, arts-activist literacies, and demonstration literacies, as literacies of social protest. In 2020, he published the book Researching Protest Literacies: Literacy as Protest in the Favelas of Rio de Janeiro (Routledge). Following on directly from this book, he is currently developing two more books, one on literacy and art, and another on literacy and memory. His professional background includes work in the UK and Brazil across the fields of social housing, adult education, and applied linguistics. He is also a published translator of Brazilian poetry (Modern Poetry in Translation).
Eduardo García Jiménez
Eduardo García Jiménez is a Professor in the Educational Research Department at the University of Seville (Spain). He was a member of the board of trustee at the National Quality Assurance Agency (ANECA). Currently, he is a member of the degree accreditation committee at Madrid Quality Assurance Agency (Fundación madrimasd). Eduardo is also a member of the State Network of Teaching in Higher Education (RED-U). He has carried out researches on assessment for learning approach in Pre-school Education and Primary Education. Eduardo has been investigating literacy practices, and events from the New Literacy Studies approach recently. He has a particular interest in Literacy and language ethnography, and he is improving his expertise in the methodological approaches in literacy studies. Thus, he is currently focusing on sensorial ethnography, collaborative ethnography and digital ethnography.
Fernando Guzmán-Simón firstname.lastname@example.org
Fernando Guzmán-Simón obtained his PhD. in Spanish Language and Literature at the University of Seville (Spain), where he is a lecturer in the Department of Language and Literature Teaching. He has published several research articles on the assessment of academic writing in Spanish. At present, his research is framed in a broader research project about the development of Literacy in Early Childhood and Primary School. This project aims to describe the literacy-as-event of students and their families, and how they create new spaces of social interaction. It seeks to identify and analyse the conflicts generated in the process of school literacy among the different communities and to elaborate an explanatory model of the low development of literacy in low-income families.
Lucy is currently a lecturer in Applied Linguistics and English Language at The Open University. She has a long standing professional and academic interest in children’s language and literacy. Her main research interests are in young children’s encounter with processes of being taught to read and write in school; how they interpret that encounter both in their in-class peer cultures and as individuals; and how these interpretations affect their development of in-school literacy practices. These themes have been explored in her recent book ‘Researching Early Childhood Literacy in the Classroom’. Her research is ethnographically principled and she uses tools and techniques associated with interactional sociolinguistics and ethnography in data collection and analysis. Lucy’s research interests arose from a long career in Primary Education in West London, where she has worked in a variety of contexts: as a teacher, literacy consultant and as a Primary English lecturer in Initial Teacher Education.
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 is a Senior Lecturer in ESOL at the University of Central Lancashire. Before Sharon joined UCLan she worked at University College London and Lancaster University, where she taught linguistics and TESOL, and was also senior researcher associate at the Literacy Research Centre on an ESRC-funded project investigating academics’ writing practices, alongside Dr Karin Tusting. She has also worked as an EAP lecturer and Cambridge examiner in Tokyo, and as a teacher trainer, examiner, and EFL teacher in the Czech Republic.
Her research interests lie mainly in L2 writing and academic discourse; in particular how students engage with reading, use source material in their writing, and develop their authorial voice. She is also interested in teacher cognition, professional academic writing practices and how institutional and social contexts affect writers.
Leketi Makalela firstname.lastname@example.org email@example.com
Leketi Makalela is full professor and founding Director of the Hub for Multilingual Education and Literacies (HuMEL) at the University of the Witwatersrand, South Africa. He is a Distinguished Visiting Professor at City University of New York. His research areas include translanguaging, multilingual education and literacies. He is a rated researcher and holder of an Endowed Chair (South African Research Chairs Initiative) on Multilingual Education for Social Inclusion and Access. His academic citizenship include being a Research Convenor for National Reading Coalition of South Africa, an Executive Committee member of Umalusi Council for Quality Assurance and an Editor-in-Chief of the Southern African Linguistics and Applied Language Studies.
Celia Moreno Morilla
Celia Moreno Morilla holds a FPU fellowship from the Spanish Ministry of Education (Training Program for University Teachers) (FPU-14/05336). She carries out her teaching and research work in the Educational Research Department in the University of Seville (Andalusia, Spain). Her PhD is entitled “Rethinking literacy in Spanish Primary Education from mixed methods: Lens of pupils, families and teachers”. From the start, her research studies have focused on the analysis of literacy incorporating different educational stages, socio-economic and cultural contexts, applying various methodologies. This interest in the study of literacy has led her to enjoy a research stay in the Centre for the Study of Literacies under the guidance of Kate Pahl (October-November 2017) and another research stay in the Lancaster Literacy Research Centre with Julia Gillen (September-November 2018). She is currently taking part in the research project “Literacy as a Social Practice in Preschool Education and Primary School (5-7 years of age): Research and Intervention Design with Children in Low Income Contexts (EDU2017-83967-P)”. The focus of her research is on the analysis of interrelations established between children and digital technologies in everyday settings at the present time.
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.
Alejandra Pacheco-Costa is a pianist and scholar, and is currently lecturer in Music Education in the Arts Education Department, at the Universidad de Sevilla (Spain). After a research period at the Institute of Education (UCL, London) under the supervision of Prof. Lucy Green, she has developed research on informal learning and the role of music, popular culture and arts in the development of literacy. Since 2017 she has developed this research in the frame of a wider research project, funded by the Spanish government.
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.