Liz collaborated with Elena, an undergraduate teacher education student for several years. They learned about the ways genders shape teachers’ multimedia assignments and students’ experiences with digital media composition in school. Their research has implications for multimedia assignment design and implementation.

Liz conducted research in New York City high schools. One of her projects included a year-long ethnography of a high school English classroom. Students and their English teacher shared classroom assignments, participated in multiple interviews, and snapped pictures of important parts of their lives in and beyond school. Read this article about the ways students and their teacher negotiated what it meant to be “vulnerable” in personal narrative writing during an era of school shootings and bomb threats that touched close to home.

Things, people, movement, and power make literacies local and dynamic. Traditions and dominant narratives can hide or misrecognize literacies as deviance, ignorance, or disinterest. Liz has been thinking about the ways literacies are lived and embodied for as long as she can remember. Click here to read the editorial for Liz’s most recent co-edited journal issue on embodied literacies.