Special Invited Guests
Sunday, October 11, 2015 4:00-5:00 PM
Dr. David Bruce
Composing and Reflecting with Digital Video Poems
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Dr. David Bruce is Associate Professor of English Education at the University of Buffalo. Prior to earning his Ph.D., he taught high school English and Media Studies for 11 years. His primary research and teaching interests explore students’ and teachers’ use of multimodal literacies—especially Digital Video—in classroom contexts. He has served as Director for the Commission on Media for the National Council of Teachers of English (NCTE) and as President of the Ohio Council of Teacher of English Language Arts (OCTELA).
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Sunday, October 11, 2015 4:00-5:00 PM
Dr. Suzanne Miller
Composing and Reflecting with Digital Video Poems
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Dr. Suzanne Miller is a professor of English Education in the Graduate School of Education at the University at Buffalo where she teaches master's and doctoral courses on the teaching of English, multimodal literacies, sociocultural theories of learning, and qualitative research methods. Prior to this, she taught secondary-school English for 18 years and provided curriculum and staff-development workshops for teachers. She has a Ph. D. in Instruction and Learning (English Education specialization) from the University of Pittsburgh. Dr. Miller's research focuses on the influence of transformative literacy teaching, curricula and programs on student learning and school change. Her ethnographic case studies trace how innovative teachers and their students learn in literacy and literature activities, and demonstrate how cognitive and social development occur as a consequence of learning experiences. Current work focuses on infusing digital technologies as literacy tools into Grade 6-12 classrooms to improve achievement in urban schools. She is coordinator of the interdisciplinary New Literacies Group at the University at Buffalo.
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Monday, October 12, 2015 7:00-8:00 PM
Dr. Kristen Turner
Co-Presenters: Rebekah Shoaf, Emilie Jones-McAdams, Lauren King, and Ivelisse Brannon
Developing Digital Literacies: Teachers in Transition
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Kristen Hawley Turner, PhD, is a tenured associate professor of English education and contemporary literacies at Fordham University in New York City. Her research focuses on the intersections between technology and literacy, and she works with teachers across content areas to implement effective literacy instruction and to incorporate technology in meaningful ways. Turner is author of several journal articles and book chapters dealing with adolescent digitalk, technology and teacher education, and writing instruction, and she regularly provides professional development workshops related to literacy instruction for teachers. She is the co-author of Connected Reading: Teaching Adolescent Readers in a Digital World . A former high school teacher of English and social studies, she is the director of the Fordham Digital Literacies Collaborative, a professional network for teachers in the NYC area, and a Teacher Consultant for the National Writing Project. Turner is the program coordinator for both the doctoral studies in Contemporary Learning and Interdisciplinary Research (CLAIR) and the master’s program in English education at Fordham University. She can be found on Twitter @mrst73199, and she blogs about being a working mother of twins at http://twinlifehavingitall.blogspot.com.
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Rebekah Shoaf taught high school English in New York City public schools for ten years. She is currently a Teacher Development Coach with the New York City Department of Education and teaches courses on adolescent literacy at Fordham University's Graduate School of Education.
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Emilie Jones-McAdams is in her seventh year of teaching middle school ELA in the Bronx. She loves all of the middle grades but has a special place in her heart for the middle of the middle grades - the 7th grade!
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Lauren King is a 10th grade English and Digital Writing teacher at Urban Assembly School for Design and Construction, a public school in New York City.
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Ivelisse Brannon teaches 11th and 12th-grade English at Central Park East High School in East Harlem, New York City. Working with the Fordham Digital Literacies Collaborative over the past three years has taught her to embrace technology
as a powerful tool to support her students' reading and writing practices. |
Tuesday, October 13, 2015 8:15-9:15 pm
Dr. Michelle Schira Hagerman
The Promise and Pitfalls of Strategies Instruction for Students Engaged in Complex Inquiry-based Activities Online
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Dr. Michelle Schira Hagerman is an Assistant Professor of Educational Technology at the University of Ottawa in Canada. Previously, she directed the Graduate Certificate programs in Educational Technology and Online Teaching and Learning in the College of Education at Michigan State University. A former French as a second language teacher, Michelle's research focuses on the interactions of literacies, technology and pedagogy. She studies questions such as, How can we teach students to synthesize what they have read online as part of their inquiry projects in school? and What role do foundational executive functions such as inhibitory control, set shifting and working memory play in students' ability to construct meaning during online inquiry projects? Michelle's work has been published in the Journal of Education, TechTrends and Reading Today. She is co-editor of the book, Reading at a Crossroads: Disjunctures and Continuities in Current Conceptions and Practices (Routledge, 2015). You can learn more about her work at http://mschirahagerman.com and by following her on Twitter @mshagerman.
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