List of Contributors

Photo of Contributor James Collins is a Professor of Anthropology at the University of Albany, State University of New York. Collins' research combines fine-grained analysis of linguistic practices with ethnographic research oriented to current theoretical debates about power, identity, and inequality. He is the author of Understanding Tolowa Histories: Western Hegemonies and Native American Responses (1998), and has contributed to a number of books and journals.

Photo of Contributor Norman Fairclough is emeritus Professor of Language in Social Life at Lancaster University. He is one of the founders of critical discourse analysis. Some of his books include Language and Power, Critical Language Awareness, Discourse and Social Change, Analyzing Discourse: Textual Analysis for Social Research and Discourse and Contemporary Social Change. His current research focuses on discourse as an element in contemporary social changes which are referred to as “globalisation,” “neo-liberalism,” “new capitalism,” and the “knowledge economy.” Over the past three years he has been working specifically on aspects of “transition” in Central and Eastern Europe, especially Romania , from a discourse analytical perspective.

Photo of Contributor James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies, in the College of Education at Arizona State University. His book Sociolinguistics and Literacies (1990, 3rd edition, 2007) was one of the founding documents in the formation of the “New Literacy Studies,” an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts.  He has published widely in the areas of sociolinguistics, discourse analysis, video games, language, and learning. His new book is An Introduction to Discourse Analysis: Theory and Method.

Photo of Contributor Jean Ketter is a Professor of Education at Grinnell. She has two interconnected research interests: the teaching and assessment of writing, and the use of critical multicultural approaches in the teaching of young adult literature. In both areas of research she focuses on social justice concerns and explores the effects educational practices have on student access to and engagement in learning. She has published articles in numerous journals including Research in the Teaching of English, English Education, Reading Research Quarterly, and the International Journal of Qualitative Research. 

Photo of Contributor Gunther Kress is Professor of Semiotics and Education in the Department of Learning, Curriculum & Communication at the Institute of Education of the University of London. He is one of the founders of the social semiotic, multimodal approach to discourse analysis. He has a specific interest in the interrelations in contemporary texts of different modes of communication—writing, image, speech, music—and their effects on forms of learning and knowing. He is interested in the changes—and their effects and consequences—brought by the shift in the major media of communication from the page to the screen. Some of his recent books are: Reading Images: The Grammar of Graphic Design, Multimodal Teaching and Learning: The Rhetorics of the Science Classroom, and Literacy in the New Media Age. His new book is called Multimodality: A Social Semiotic Approach to Contemporary Communication (Routledge, 2010).

Photo of Contributor Manika Subi Lakshmanan holds a Ph.D. from the University of Missouri-St. Louis, College of Education. Her research focuses on a critical discourse analysis of text and visuals in cross-cultural children’s and young adult fiction, particularly with respect to the use of literature as a curricular support for global awareness. She teaches courses on children’s literature, global education, and South Asian literature and film.

Photo of Contributor Jayne C. Lammers is a Ph.D. candidate at Arizona State University, working towards a degree in Curriculum and Instruction, with a concentration in Language and Literacy.  Her dissertation research explores literacies, learning, and the practices adolescents engage in as members of an online fan community supporting Sims fan fiction writers.  She comes to her interest in literacies and discourses with a background as a secondary Language Arts/Reading teacher.

Photo of Contributor Cynthia Lewis is Professor of Critical Literacy and English Education at the University of Minnesota.  Her research focuses on the connection between literacy practices, social identities, and learning in urban schools. Her books include Literary Practices as Social Acts: Power, Status, and Cultural Norms in the Classroom and Reframing Sociocultural Research on Literacy: Identity, Agency, and Power (co-edited with Patricia Enciso and Elizabeth Moje). Both books were awarded the Edward Fry book award from the National Reading Conference. 

Photo of Contributor Guadalupe López-Bonilla received her Ph.D. in Spanish American Literature from the University of California, San Diego. She is Professor of Literacy and Discourse Studies at the Instituto de Investigación y Desarrollo Educativo, Universidad Autónoma de Baja California, Ensenada campus. She co-authored, with Alma Carrasco and Alicia Peredo, La lectura desde el currículo en educación básica y media superior en México (Universidad de Guadalajara, 2008), and is co-editor, with Karen Englander, of Discourses and Identities in Contexts of Educational Change (Peter Lang, 2011).

Photo of Contributor Josephine Marsh is an Associate Professor in Literacy Education and the Director of Graduate Studies at Mary Lou Fulton Teachers College, Arizona State University.  She holds an MA in Reading Education from the University of West Florida and a Ph.D. in Reading Education from the University of Georgia.  Her educational experiences include being a reading teacher at an alternative high school and a reading/language arts teacher at various elementary and middle schools. Dr. Marsh also works as a literacy consultant for secondary schools and school districts in Arizona.  In 2007, one of her professional development projects was honored by a Golden Bell Award from the Arizona School Board Association.   Her research projects and publications focus on the areas of adolescent literacy, content literacy, and gendered identities and literacy. She has published in language and literacy journals.
Photo of Contributor Mónica Pini has a Doctor of Philosophy in Educational Thought and Sociocultural Studies, College of Education, The University of New Mexico, a Masters in Public Administration and a Bachelor in Sciences of Education, University of Buenos Aires. She is currently Chair of the Center of Interdisciplinary Studies in Education, Culture and Society, School of Humanities, University of San Martín (UNSAM), Argentina and Director of the Graduate Program in Education, Languages and Media. She is Associate Professor of Education, Culture and Society (UNSAM). She has published various articles on educational politics and policy and educational research. Her recent books are La escuela pública que nos dejaron los 90, Discursos y prácticas, and Discurso y Educación: Herramientas para el análisis crítico.

Photo of Contributor Rebecca Rogers is an Associate Professor of Literacy Studies at the University of Missouri-St. Louis. Her scholarship focuses on the socio-political contexts of literacy and language education and situates critical discourse analysis within an ethnographic tradition. She has published widely in journals such as Reading Research Quarterly, Linguistics & Education, Critical Discourse Studies, Discourse, Critical Inquiry into Language Studies, the Journal of Literacy Research, Review of Research in Education and Race, Ethnicity and Education. Her books include Designing Socially Just Learning Communities: Designing Critical Literacy Education across the Lifespan (Routledge, 2009); A Critical Discourse Analysis of Family Literacy Practices (Lawrence Erlbaum, 2003); Adult Education Teachers Designing Critical Literacy Practices (Routledge, 2008). She was recently a Fulbright Scholar in Critical Discourse Studies at the Universidad de San Martín in Buenos Aires, Argentina.

Photo of Contributor Shawn Rowe is an Assistant Professor in the Department of Science and Mathematics Education at Oregon State University. His research focuses on free choice learning outside of school settings. He is particularly interested in how families and groups interact in museum settings as well as how exhibits are structured to support or undermine certain kinds of learning.

Photo of Contributor Lisa Patel Stevens is an Associate Professor of Education at Boston College. Her areas of expertise are sociology of education, immigration and education, policy studies, and the intersections of language, culture, and society. Prior to working in the academy, Lisa has worked as a secondary school teacher, a literacy consultant, journalist, and policymaker.

Photo of Contributor Karen E. Wohlwend is an assistant professor in Literacy, Culture, and Language Education at Indiana University. During her career as an early childhood teacher in US public elementary schools, she developed a deep appreciation for the creativity, resourcefulness, and intellectual rigor of children’s play. Karen reconceptualizes play as a semiotic and social practice that can expand the accepted ways of reading, writing, and participating in literacy classrooms. Her research in this area has been recognized through the International Reading Association Outstanding Dissertation Award and the American Educational Research Association Language and Social Processes Emerging Scholar Award. Karen is the author of articles published in Reading Research Quarterly, the Journal of Early Childhood Literacy, Language Arts, the Journal of Early Childhood Research, the National Reading Conference Yearbook, Childhood Education, and The New Educator. Her research provides a critical perspective on children’s play and literacy, popular media toys, gender, and identity using methods of mediated discourse analysis and multimodal analysis.

Photo of Contributor Haley Woodside-Jiron is an Associate Professor in the College of Education and Social Sciences at the University of Vermont. Her research focuses on educational policy, reading education, and school transformation. She has published in the International Journal of Disability, Development and Education, Reading Research Quarterly, and the Journal of Educational Psychology.




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