Jessica Pandya
Jessica Zacher Pandya is Dean of the College of Education and Professor of Liberal Studies at California State University, Dominguez Hills. She served at CSU Long Beach as Academic Senate chair (2019-21), where she also taught courses for undergraduates enrolled in the Integrated Teacher Education Program (ITEP) on literacy and cultural diversity. At CSULB she was also the Department Chair in Liberal Studies (2014-20)
Zacher Pandya, a former San Francisco kindergarten teacher, was trained as a researcher of language, literacy, and culture at UC Berkeley. Her early work focused on children's identity work in diverse urban classrooms. More recently she has investigated the ways English learners make meaning in multiple modes as they create digital videos on iPads.
Zacher Pandya has published in journals such as Research in the Teaching of English, Language Arts, Teachers College Record, Review of Research in Education, and Written Communication. Her first book, Overtested: How High-Stakes Accountability Fails English Language Learners (Teachers College Press) was published in August 2011. In a book that represents her turn towards digital literacies, she and co-editor JuliAnna Ávila published Critical Digital Literacies as Social Praxis: Intersections and challenges in Peter Lang’s New Literacies and Digital Epistemologies Series in November 2012. The book won the Literacy Research Association Edward Fry Book Award in 2014. Pandya & Ávila then coedited Moving Critical Literacies Forward (Routledge, 2014). Her latest collaborative work is the 50+ author coedited Handbook of Critical Literacies (Routledge, 2021).
Zacher Pandya was named a Foundation for Child Development New American Children Young Scholar in 2012 (2012-15) to examine the ways English learners compose on iPads. She is currently a Partner Investigator in the ARC-Funded Centre of Excellence for the Digital Child at Queensland University of Technology in Brisbane, Australia.
Phone: 310-243-3178
Address: Long Beach, California, United States
Zacher Pandya, a former San Francisco kindergarten teacher, was trained as a researcher of language, literacy, and culture at UC Berkeley. Her early work focused on children's identity work in diverse urban classrooms. More recently she has investigated the ways English learners make meaning in multiple modes as they create digital videos on iPads.
Zacher Pandya has published in journals such as Research in the Teaching of English, Language Arts, Teachers College Record, Review of Research in Education, and Written Communication. Her first book, Overtested: How High-Stakes Accountability Fails English Language Learners (Teachers College Press) was published in August 2011. In a book that represents her turn towards digital literacies, she and co-editor JuliAnna Ávila published Critical Digital Literacies as Social Praxis: Intersections and challenges in Peter Lang’s New Literacies and Digital Epistemologies Series in November 2012. The book won the Literacy Research Association Edward Fry Book Award in 2014. Pandya & Ávila then coedited Moving Critical Literacies Forward (Routledge, 2014). Her latest collaborative work is the 50+ author coedited Handbook of Critical Literacies (Routledge, 2021).
Zacher Pandya was named a Foundation for Child Development New American Children Young Scholar in 2012 (2012-15) to examine the ways English learners compose on iPads. She is currently a Partner Investigator in the ARC-Funded Centre of Excellence for the Digital Child at Queensland University of Technology in Brisbane, Australia.
Phone: 310-243-3178
Address: Long Beach, California, United States
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Papers by Jessica Pandya
audiences of digital videos they made in school. Children’s perceptions of
their viewers reflected, and in many cases complicated, current theorizing
about the vast potential audiences of digital texts. Our analysis of videos
and interview data surfaces several findings pertaining to how children
characterized their audiences. Children discussed their desire to inform
viewers, their deliberate choices about language use vis-à-vis their viewers,
ways they predicted and steered audience emotions, and the affective
dimensions of sharing one’s video with different audiences. These findings
suggest that educators and researchers ought to foreground issues of
addressivity when theorizing the question of audience for children’s
digital products. They also raise questions concerning authentic audience in an age of increasing concern about children’s safety and security in online worlds.
audiences of digital videos they made in school. Children’s perceptions of
their viewers reflected, and in many cases complicated, current theorizing
about the vast potential audiences of digital texts. Our analysis of videos
and interview data surfaces several findings pertaining to how children
characterized their audiences. Children discussed their desire to inform
viewers, their deliberate choices about language use vis-à-vis their viewers,
ways they predicted and steered audience emotions, and the affective
dimensions of sharing one’s video with different audiences. These findings
suggest that educators and researchers ought to foreground issues of
addressivity when theorizing the question of audience for children’s
digital products. They also raise questions concerning authentic audience in an age of increasing concern about children’s safety and security in online worlds.
Digital Futures
Digital Diversity
Digital Lives
Digital Spaces
Digital Ethics
This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.