Akili served for five years as the founding director of the Digital Youth Network. In that role, he helped to define DYN’s unique hybrid model to support youth in developing and applying digital skills in the classroom, out-of-school programming, and in the home. Currently, as director of digital strategy and development, Akili leads DYN’s work in innovating new digital learning tools and supporting youth-focused organizations to develop models for successfully integrating digital media as a way to increase engagement and effectiveness. Akili is the creator of the iRemix platform, which allows educators to leverage social networking
Aleks is an academic and journalist who writes about and studies technology and interactivity. Her PhD thesis in Social Psychology (University of Surrey, 2009) examined how information spreads around the social networks of the World Wide Web. She is a Research Associate at the Oxford Internet Institute and the Researcher-in-Residence for the British Library’s Growing Knowledge exhibition. Read up on her academic and research activities and interests here. She completed the 4-part, prime time BBC 2 series Virtual Revolution in early 2010, about the social history of the World Wide Web. She blogged for the
Antero is an Assistant Professor in the English department at Colorado State University in Fort Collins, CO. Antero’s research focuses on developing critical literacies and civic identity through the use of mobile media and game play in formal learning environments. Prior to moving to Colorado, Antero was a teacher at a public high school in South Central Los Angeles. Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.In 2008 Antero co-developed the Black Cloud Game. A Digital Media and Learning
Barry is Associate Director For Digital Learning at the American Museum of Natural History. He has developed innovative programs in the areas of youth-led online dialogues, video games as a form of youth media, the application of social networks for social good, the educational potential of virtual worlds like Second Life, the educational application of mobile phones and alternative assessment models. In his position at the AMNH he works with out-of-school, on site youth programs to explore the intersection of digital media and museum-based learning, with a focus on science and cultural topics. His work can
Ben Williamson is a Lecturer in Education at the University of Stirling. His research examines the interweaving of politics, governing, and digital technologies in education. He studies “network governance” in education policy, and is leading a funded project exploring how computer code interacts with educational institutions, pedagogic practices, and governing processes: http://codeactsineducation.wordpress.com/about/. You can follow Ben on Twitter at @BenPatrickWill.
Buffy J. Hamilton is currently a school librarian at Norcross High School in metropolitan Atlanta. Hamilton, formerly the Learning Strategist for the Cleveland Public Library, has over 20 years of experience in public education as a secondary English teacher and the lead librarian of “The Unquiet Library” at Creekview High School in the Cherokee County School District. Hamilton’s research and practitioner interests include participatory learning and culture, ethnographic studies, digital composition, critical pedagogy, and social scholarship. Buffy is a 2011 Library Journal Mover and Shaker; a 2011 winner of the (ALA) Office for Information Technology Policy
Cathy served from 1998 until 2006 as the first Vice Provost for Interdisciplinary Studies at Duke University, where she worked with faculty to help create many programs, including the Center for Cognitive Neuroscience and the program in Information Science + Information Studies (ISIS). Along with David Theo Goldberg and fifteen scholars from many fields, in 2002 she co-founded Humanities, Arts, Science, and Technology Advanced Collaboratory, HASTAC (“haystack”), a network of innovators dedicated to new forms of learning for the digital age. With Goldberg and HASTAC teams at UCHRI and Duke, she co-directs the $2 million annual
Connie is the Director of Education at the John D. and Catherine T. MacArthur Foundation. She oversees a $50 million program on Digital Media and Learning, one of the first philanthropic efforts in the US to systematically explore the effects of digital media on young people and its implications for the future of learning and education. Prior to joining the Foundation, Dr. Yowell conducted extensive research on the connections among educational research, policy and practice. She was an Associate Professor at the University of Illinois, where she published scholarly work on the complex interplay among young
danah is a researcher at Microsoft Research New England and a Fellow at the Harvard University Berkman Center for Internet and Society. She recently completed her PhD in the School of Information at the University of California-Berkeley. danah’s dissertation project, Taken Out of Context: American Teen Sociality in Networked Publics, analyzes how American youth use networked publics for sociable purposes. She examined the role that social network sites like MySpace and Facebook play in everyday teen interactions and social relations. She was interested in how mediated environments alter the structural conditions in which teens operate, forcing them
David Theo Goldberg, Ph.D., is the Director of the University of California Humanities Research Institute, the University of California system-wide research facility for the human sciences and theoretical research in the arts. He also holds faculty appointments as Professor of Comparative Literature and Criminology, Law and Society at UC Irvine, and is a Fellow of the UCI Critical Theory Institute. Professor Goldberg’s work ranges over issues of political theory, race and racism, ethics, law and society, critical theory, cultural studies and, increasingly, digital humanities.
Doug is a self-professed “Open Educational Thinkerer” and founder of Dynamic Skillset Ltd. He advises clients on issues around new literacies (the topic of his doctoral thesis), new forms of credentialing, and agile processes. Prior to this, he worked on the Web Literacy Map and Open Badges for the nonprofit Mozilla Foundation, for Jisc in UK Higher Education, and he was a teacher and school senior leader. Doug holds a B.A. (Hons) in philosophy from the University of Sheffield, an M.A. in modern history from Durham University, and an Ed.D. (also from Durham). His personal website
Elizabeth Losh is an associate professor of English and American studies at William and Mary with a specialization in new media ecologies. Before joining William and Mary, she directed the Culture, Art, and Technology Program at the University of California, San Diego. She is a core member and former co-facilitator of the feminist technology collective FemTechNet, a founding member of the Center for Solutions to Online Violence, and a member of the HASTAC Steering Committee. She is the author of Virtualpolitik: An Electronic History of Government Media-Making in a Time of War, Scandal, Disaster, Miscommunication, and Mistakes (MIT Press,
Ethan is the newly-appointed (June 22, 2011) director of MIT’s Center for Civic Media. He is a senior researcher at the Berkman Center for Internet and Society at Harvard University and a fellow at MIT’s Center for Future Civic Media. His research focuses on the distribution of attention in mainstream and new media, the use of technology for international development, and the use of new media technologies by activists. With Rebecca MacKinnon, Ethan co-founded international blogging community Global Voices. Global Voices showcases news and opinions from citizen media in over 150 nations and thirty languages, publishing
Howard’s 2002 book, Smart Mobs, was acclaimed as a prescient forecast of the always-on era. The weblog associated with the book has become one of the top 200 of the 8 million blogs tracked by Technorati, and won Utne Magazine’s Independent Press Award in 2003. In 2005, Howard taught a course at Stanford University on A Literacy of Cooperation, part of a long-term investigation of cooperation and collective action that Howard undertook in partnership with the Institute for the Future. The Cooperation Commons is the site of his ongoing investigation of cooperation and collective action. He
Jade E. Davis is a doctoral candidate and Teaching Fellow at the University of North Carolina at Chapel Hill in the Department of Communication Studies. She is a member of the PhD Lab in Digital Knowledge at Duke University, the Program Coordinator for the Digital Media and Learning Competition at HASTAC, and a member of the HASTAC steering committee. She is a former PhD Intern with Microsoft Research New England’s Social Media Collective. Her research looks at how digital media affects how society makes, understands, and accepts knowledge and culture. More specifically she is interested in spaces
John is an Assistant Professor of Professional Writing and Editing at West Virginia University where he teaches writing and digital literacy. He was formerly a Visiting Assistant Professor of Emerging Media and Communication at the University of Texas at Dallas, and from 2007-2009 he was an Assistant Director of the “Digital Writing and Research Lab” at the University of Texas at Austin. While at the DWRL, John co-founded and served as Managing Editor for Viz, a website and blog investigating the connections between rhetoric and visual culture.
Julian Sefton-Green is an independent scholar working in Education and the Cultural and Creative Industries. He is currently Principal Research Fellow at the Department of Media & Communication, London School of Economics, and a research associate at the University of Oslo working on projects in London and Oslo exploring learning and learner identity across formal and informal domains. He is an Honorary Professor of Education at the University of Nottingham, UK and the Institute of Education, Hong Kong. He has worked as an Associate Research Professor at the University of South Australia, where he was developing
Lyndsay is a researcher at the University of Bristol where she is working on a project to understand the ways teachers construct narratives about technology in the classroom. She is also currently working with a network of local teachers as they develop classroom practices using digital technologies. Lyndsay’s research interests also include social justice in education, digital literacies, connections between learning in and out of school and participatory approaches to learning and design. Her research is informed by a commitment to social justice that aims to understand and value the voices and experiences of all learners.
Mia Zamora, Ph.D. is Associate Professor of English and Director of the Kean University Writing Project, and Coordinator of the World Literature Program at Kean University in Union, NJ. Dr. Zamora is a faculty leader committed to encouraging lifelong reading and writing. Her passion for literature is rooted in her belief that reading and writing are essential to communication, learning, and citizenship. Zamora is a scholar of Electronic Literature (literary works that originate in a digital environment and require digital computation to read.) She is a digital humanist and she writes about how digital technologies are transforming education in
Mizuko (Mimi) Ito is a cultural anthropologist, studying youth new media practices in the US and Japan. She oversees research activities of the Digital Media and Learning Hub and is developing a research area focused on interest-driven learning. She is a Professor in Residence at the UC Humanities Research Institute, and has appointments at the Department of Informatics and the Department of Anthropology, and is the John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning at UC Irvine. http://www.itofisher.com/mito
Monica Bulger is an educational researcher contributing policy research to multi-national groups such as UNICEF and the European Commission. Through her research, she quantifies concepts that are challenging to measure, such as digital literacy, engaged learning, and online harms. She explores these topics through classroom observation, data mining, surveys, interviews, and literature reviews. She is currently a Fellow at the Berkman Center for Internet and Society, Harvard University and a Research Associate at the Oxford Internet Institute, University of Oxford. She earned her Ph.D. in Education with an emphasis in Cognitive Science from the University of California, Santa
monika gets to work with a district InnovationLab in Loveland, Colorado, where students have crafted, and just completed year one, of a four-year plan of disruption to redefine school. Based on findings that learning at its best is voluntary, per passion/choice, and self-directed, they are working towards “community as school.” They are experimenting with personalization both within and outside the system, a connected adjacency, so that all benefit. Embracing the chaos of differentiating to infinity, they are networking mentor(s) to create 1-1 relationships. A declaration of interdependence, found in researching homelessness. Focus and commonality, if need be,
Nicole is an assistant professor of English education at the University of Texas at El Paso. Her teaching and research focuses on the intersections between critical literacy and civic engagement across multiple contexts, including urban secondary English classrooms, grassroots youth organizations, and digital learning communities. Prior to earning her Ph.D. in urban schooling from the UCLA Graduate School of Education and Information Studies in 2012, she taught English language arts at a public high school in the Crown Heights neighborhood of Brooklyn. This experience sparked her passion for English education, which continued to grow as she
Nishant is the founder and Director of Research for the Bangalore-based Centre for Internet and Society. His doctoral work at the Centre for the Study of Culture and Society, examines the production of a Technosocial Subject at the intersections of law, Internet technologies and everyday cultural practices in India. As an Asia Scholarship Fellow (2008-2009), he also initiated a study that looks at what goes into the making of an IT City in India and China. He is the series editor for a three year collaborative project on “Histories of the Internet(s) in India” that maps
Philipp Schmidt is co-founder of Peer 2 Peer University (P2PU) – the grassroots community for social learning online, and based at the MIT Media Lab where he works with Joi Ito and Mitch Resnick to make the web a platform for learning. He is an open education activist, innovator, and entrepreneur. Philipp co-authored the Cape Town Open Education Declaration, served as a founding board member for the OpenCourseWare Consortium and has been awarded Shuttleworth and Ashoka fellowships.
Raquel is an associate professor at the Departments of Applied Linguistics and Social Communication in Universidade Católica de Pelotas (UCPel) in Brazil. Her research focuses on Internet social networks, virtual communities and computer mediated-communication in general, trying to understand the impact of the Internet in sociability and language in South America and Brazil. She received her PhD in Communication and Information from Universidade Federal do Rio Grande do Sul (UFRGS) for her dissertation on “Social Networks in Fotolog.com” in 2006, and has recently published her first book in Portuguese, Internet Social Networks (Redes Sociais na Internet: Sulina, 2009).
Craig studies young people’s social and digital media behaviors. He teaches at the University of Texas, Austin, in the departments of Radio-Television-Film, Sociology, and the Center for African and African American Studies. Craig is also a Faculty Fellow for the Division of Diversity and Community Engagement at the University of Texas at Austin. His book, The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future (Beacon, 2009), is based on survey research, in-depth interviews, and fieldwork with teens, young twenty-somethings, teachers, parents, and technology advocates. The
Zeynep Tufekci studies the interaction between technology and society. She is an assistant professor at the University of North Carolina, a fellow at Center for Information Technology Policy at Princeton and a faculty associate at the Harvard Berkman Center for Internet and Society. Her research interests revolve around social media, especially with regards to social movements, politics, surveillance and privacy. She blogs at http://www.technosociology.org and can be found on twitter at https://www.twitter.com/zeynep.