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Professor Jennifer Rowsell

Biography

Younger generations engage in complex, hybrid literacy practices that call on design skills, creativity, participatory structures that compel them to make things all of the time. I harness my research to this love of making and innovating across media, viewing this multimodal creative work with or without technologies as an asset, as funds of knowledge that can and should inform literacy policy and pedagogy. My research projects, publications, and presentations over the past 20 years display a range of topics and approaches to the documentation of daily social practices and their applications for politics and policy in and around literacy and communication studies. 

Through an interdisplinary study of literacy, I strive to open up new perspectives on the relationships between power and knowledge. It is important not to under-estimate the reciprocal relations between power and knowledge, and that forms of human communication, and changes in the material means through which it occurs, can be productively studied to document those new dimensions and project them into institutional settings such as schools and classrooms.

Most recent publications:

Rowsell, J., McLean, C., & Marsh, J. (Eds). (In Preparation). Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media.New York: Routledge.

Pahl, K. & Rowsell, J. with D. Collier, S. Pool, Z. Rasool and T. Trzecak. (2020). Living Literacies. Boston, MA: MIT Press.

Morrell, E. & Rowsell, J. (Eds.). (2019). Stories from Inequity to Justice in Literacy Education: Confronting Digital Divides. New York: Routledge. 

Bloome, D., Castanheira, M. L., Leung, C. & Rowsell, J. (Eds.). (2018). Re-Theorizing Literacy Practices: Complex Social and Cultural Contexts.New York, NY: Routledge.

Kucirkova, N., Rowsell, J., & Falloon, G. (Eds.). (2019). The Routledge International Handbook of Learning with Technology in Early Childhood.Abingdon, Oxon: Routledge. 

Journal Special Issues:

Peppler, K., Rowsell, J., Keune, A. (In Process). Advancing Post-Humanist Perspectives on Technology-Rich Learning. British Journal of Educational Technology. July 2020.

Ehret, C. & Rowsell, J. (Eds.). (In Preparation). Affect Theory in Literacy Research: Creating Coherence, Producing Difference. Reading Research Quarterly. March 2020.

Hauge, C., & Rowsell, J. (Eds.) (In Preparation). Child and Youth Engagement: Civic Literacies and Digital Ecologies. Discourse: Studies in Cultural Politics of Education, 41(5). October 2020. 

Hauge, C., & Rowsell, J. (Eds.) (2019). Politics of Literacy. Studies in Social Justice13(1), 1-170. 

 Journal Articles:

Gallagher, T., DiCesare, D., & Rowsell, J. (2019). Stories of Digital Lives and Digital Divides: Newcomer Families and their thoughts on Digital Literacy. The Reading Teacher, 72(6), 774-778. (Digital Literacy Column).

Rowsell, J., & Shillitoe, M. (2019). The Craftivists: Pushing for Affective, Materially Informed Pedagogy. Special Journal Issue of The British Journal of Educational Technology, Edited by Ty Hollett & Christian Ehret. Published online first https://doi.org/10.1111/bjet.12773

Hauge, C., & Rowsell, J. (2019). Why the Politics of Literacy? Introduction to Special Issue on the Politics of Literacy. Studies in Social Justice, 13(1), 1-9. 

Rowsell, J., Lemieux, A., Swartz, L., Turcotte, M., & Burkitt, J. (2018). The Stuff That Heroes Are Made Of: Elastic, Sticky, Messy Literacies in Children’s Transmedial Cultures. Language Arts, 96(1),7-20. 

 

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