Summer 2012 Fellows
Ugochi Acholonu is a Ph.D candidate in the Learning Sciences and Technology Design program at Stanford University. Her research interests include Computers as cognitive tools, User Interfaces and Gaming Technology for the promotion of learning in young children, and cultural influences of access, use, and learning with technology.
Morgan G. Ames
Morgan G. Ames draws on training in anthropology, communication, and computer science to research the ways we make sense of new technologies in our everyday lives. She is a doctoral candidate in Stanford University's Department of Communication and a former National Science Foundation graduate fellow.
For her dissertation research, Morgan is investigating the social meanings of the One Laptop Per Child project, tracing its intellectual history and assessing its deployments across the Americas. She spent six months in 2010 conducting ethnographic fieldwork in Paraguay, and is also involved with OLPC research initiatives in Peru, Uruguay, Haiti, and Birmingham, Alabama. With the support of Nokia Research, Morgan previously explored how middle- and working-class families with young children use media and communications technologies. She has also collaborated with research teams at Google, Yahoo!, and Intel.
Morgan is advised by Professor Fred Turner at Stanford, and has completed the requirements for a PhD minor in anthropology. She earned a bachelor's degree in computer science from UC Berkeley in spring 2004 and a Master's degree in information science from UC Berkeley in spring 2006.
Daniel Araya is a Research Fellow in Learning and Innovation with the Institute for Computing in the Humanities, Arts and Social Sciences (I-CHASS) at the National Center for Supercomputing Applications (NCSA). The focus of his research is the confluence of digital technologies and economic globalization on learning and education.
He has worked with the Wikimedia Foundation and the Kineo Group in Chicago. In 2011, he received the Hardie Dissertation Award and was selected for the HASTAC Scholars Fellowship. He is currently the co-editor of the Journal of Global Studies in Education. His newest books include: The New Educational Development Paradigm (2012, Peter Lang), Higher Education in the Global Age (2012, Routledge) and Education in the Creative Economy (2010, Peter Lang).
Alex is a doctoral student in the Department of Radio-TV-Film at the University of Texas at Austin. His chief research interests involve how LGBTQ youth of color use social media in their daily lives, motivated by questions of affect and public feelings. He is a research assistant in the Connected Learning Research Network, where he conducts ethnographic fieldwork in Austin-area schools focusing on teens' digital media and learning ecologies as well as coordinates his team's qualitative data analysis efforts.
He has written on racial segregation in Austin's cultural geography and access to digital technology in the recent book Inequity in the Technopolis (University of Texas Press, 2012), on Lady Gaga's queer performance politics for the journal FlowTV.org, and about queer-of-color subjectivity in graduate school for GLQ: A Journal of Lesbian and Gay Studies. Prior to his doctoral work, Alex was a prolific magazine editor and writer in the LGBTQ press, serving on the editorial staffs of The Advocate and Instinct, which he guided to two consecutive Western Publications Association Maggie Awards as Managing Editor. As the Editor-in-Chief of Southern California's Frontiers Newsmagazine, he secured the worldwide exclusive coming-out interview with George Takei. When he is not in Austin, Alex enjoys spending time in his native Los Angeles with friends and family searching out the best dim sum in town.
Chelsey is a Doctoral Candidate in the Department of Language and Literacy and a Vanier Canada Graduate Scholar. Chelsey's research examines the ways in which capacity operates in international youth media programming, specifically at the intersection of democratic participation, youth media production, and civic engagement.
Chelsey's dissertation addresses these concerns in a youth media and community development program located in rural Nicaragua. She holds an MA in Media Studies from the New School and a BA in Gender/Feminist Studies in Spanish and Community, Expression & Culture from Pitzer College.
Aaminah Norris is a PhD Candidate in the Graduate School of Education at the University of California, Berkeley. Her interest is in teacher professional development with digital technology, classroom instruction utilizing digital resources, and digital literacies as tools for access and civic engagement for underrepresented students.
Her interests stem from the trajectory of her 15 year career in education and youth development in both schooling and out of school contexts. Prior to study at Berkeley Aaminah’s work experience included teaching and administration of public and private schools throughout the San Francisco Bay Area. As Project Manager with Alameda Unified School District, Aaminah was responsible for assisting the Superintendent and Executive Staff in the development of a five-year strategic plan to target student achievement and community engagement. In 2011-2012 Aaminah was awarded the prestigious UC Regents Fellowship and was lauded as a distinguished Graduate Fellow at UC Berkeley. Aaminah’s dissertation study will investigate the design and implementation of professional development provided to teachers whose goal is to integrate appropriate and effective digital texts and tools in their classrooms. It will concurrently document and analyze the actual teaching practices that are shaped by this approach to professional development in order to capture the impact and outcomes on the learning of these teachers' students. A third focus will be on the nature of digitally mediated civic engagement projects that students create and the impacts on learning.
Colin Rhinesmith is a doctoral student at the Graduate School of Library and Information Science and a researcher with the Center for People and Infrastructures at the University of Illinois at Urbana-Champaign. He is also an adjunct research fellow with the New America Foundation's Open Technology Initiative.
Previously, Colin was Community Media and Technology Manager for Cambridge Community Television (CCTV) in Massachusetts, where he managed a citizen journalism program, public computing center, and community wireless network. Before joining CCTV, Colin worked for the Berkman Center for Internet & Society at Harvard University. Colin's research investigates community ICT infrastructures, civic engagement, and public policy. He is interested in understanding how individuals and community-based organizations adopt technology to promote social and economic development. He is currently leading a participatory research project with community members in East St. Louis, Illinois to examine how youth and adults use digital media to fight poverty and promote community voices.
Tamara Shepherd received her PhD in the Joint Doctorate in Communication at Concordia University in Montréal, Canada. She has published and presented papers on aspects of labour, literacy, and rights in user-generated content and new media policy, from a feminist political economy perspective. Her dissertation is titled “Persona Rights in Young People’s Labour of Online Cultural Production: Implications for New Media Policy” (2012).
Amy Stornaiuolo is a doctoral student at the University of California, Berkeley graduating in May 2012 from the Language, Literacy, and Culture program in the Graduate School of Education. She will begin as Assistant Professor in Reading/Writing/Literacy at the University of Pennsylvania in the fall.
Amy’s research examines youth’s multimodal composing practices across contexts, teachers’ uses of digital technologies in educational programs, and social networks as sites of cosmopolitan practice. A longtime teacher of adults and adolescents whose access to new textual and communicative forms has been limited by systemic inequities, Amy has been interested in how young people’s communicative capacities can be supported by an educational framework that integrates digital tools and practices, particularly for adolescents whose experiences and beliefs are not always taken into account.
In her most recent work, Amy served as the project manager for an international social networking project, Space2Cre8.com, a design research study that connected adolescents in five countries via a social network they collaboratively designed with teachers and researchers. Her dissertation research was an ethnographic exploration of how teachers incorporated social networking into their pedagogies over two years of the Space2Cre8 project. She also served as chief editor of the Berkeley Review of Education, a peer-reviewed online journal devoted to exploring issues of equity and diversity.
Jacqueline is a PhD candidate in the Department of Radio-TV-Film at the University of Texas at Austin and will be an Assistant Professor in the Department of Radio-TV-Film at the University of North Texas starting Fall 2012. Her research focuses on teens’ digital media practices and the intersection of issues such as digital equity, communities, identity politics, and digital literacy.
She is currently working on her dissertation which analyzes how discourses of risk structure teens' opportunities, limitations, and engagement with digital media at home, with peers, and in school. She is also a Graduate Research Assistant for “The Digital Edge” in Austin, which is part of the MacArthur Foundation’s Connected Learning Research Network.
Her work is published in peer-reviewed journals, book chapters, online journals, and encyclopedias and has been presented at many national and international conferences. Additionally she is a former Managing Editor of the online journal FlowTV.org and is a former facilitator for the Teen Reporter Intern Program for Latinitas magazine in Austin, Texas. Outside of research she enjoys training for marathons, playing with her dog, and discovering new craft beers.
Peter Wardrip is a Ph.D. student in the Learning Sciences and Policy program at the University of Pittsburgh as well as a researcher at the Center for Urban Education. He began his professional career as a high school Latin teacher. Leaving that behind, Peter thru-hiked the Appalachian Trail with his wife, Katrina, and served in the Peace Corps in the Republic of Armenia.
Before coming to Pittsburgh, Peter worked as a researcher in the Learning Sciences department at Northwestern University co-designing project-based curricula with teachers and providing technical assistance in school transformation projects. In his current research, Peter has a variety of interests. He studies teachers' use of information about students to guide instruction, as well as organizational networks that support school improvement. His dissertation looks at how work across an educational improvement network is coordinated through tools and routines. When he is not working, Peter enjoys going for hikes with his family and creating various projects with his two children.