Aaminah Norris

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

Alexander Cho

Alex is a postdoctoral scholar with the Connected Learning Research Network at UC Irvine’s Digital Media and Learning Hub. He received a Ph.D. in media studies from the Department of Radio-TV-Film at the University of Texas at Austin, where he researched how LGBTQ youth of color use Tumblr to express themselves and their political viewpoints. Alex’s research interests include how young people use social media and their relationship with issues of race, gender, and emotion. As a cultural anthropologist, his research method is qualitative, immersive, and ethnographic. He is the author or co-author of chapters in

Amy Stornaiuolo

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

Chelsey Hauge

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.

Colin Rhinesmith

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

Daniel Araya

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

Jacqueline Vickery

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

Morgan G. Ames

Morgan G. Ames is a postdoctoral research scholar at the Center for Science, Technology, Medicine, and Society and a fellow in the Center for Technology, Society and Policy at the University of California, Berkeley. Morgan researches how the ideologies of computing cultures lead to specific design choices, policies, usage patterns, and other cultural and material articulations. Morgan’s current projects investigate the role, and limitations, of technological utopianism in education and development projects. Based on eight years of archival and ethnographic research, she is writing a book on One Laptop per Child which explores the motivations behind the project and the cultural politics of a model site

Peter Wardrip

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

Tamara Shepherd

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).

Ugochi Acholonu

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.