People: Dr. Kevin Leander


Dr. Kevin Leander
Associate professor - department of teaching & learning
Peabody College, Vanderbilt University, USA

Department of Teaching and Learning
Box 330 GPC
Vanderbilt University
Nashville , TN, 37203, USA

E-mail: K.Leander[at]vanderbilt.edu


URL: http://www.vanderbilt.edu/litspace/index.html

Research areas
Space-time and literacy learning, digital literacies, learning across contexts, identity, embodiment
Biography / approach
Our usual ways of thinking about learning and teaching are very tightly constrained by formal, institutional arrangements for schooling. My research program critiques and responds to these constraints and involves two related foci: the space-time analysis of learning trajectories, and geographies of media and representational practices. Learners are in constant movement across settings that, on the one hand, have structural properties that impose models of learning (formal or informal), and on the other, are selectively engaged by learners as "personally-edited" (Lave, 1988) versions of these structural arrangements. In my work, I study literacy and math learning "on the move," and try to provide clearer understandings of how out-of-school learning is related to school learning, and how people assemble learning pathways and trajectories. Secondly, not only are learners in constant movement across settings, but so are media of different sorts (school texts, digital images, film), accompanying discourses, and literacy practices. How can we understand the geographies of various forms of media and how learners on the move use them to construct space, place, culture, society, and identity? How are lived experiences produced and organized together with imaginary geographies of the nation, region, culture, or institution? My work in Wired Up and elsewhere seeks to address these compelling issues.

Teaching
Undergraduate and master's level courses in English Education, and doctoral seminars in discourse analysis, new media and learning, and sociocultural theories of literacy.

Conferences
-International Society for Cultural and Activity Research - University of California, San Diego.
Symposium "Youth Migrants and Digital Literacies in Transnational Contexts" with Mariette de Haan, Kevin Leander, Nina ter Laan, Eva Lam, Lisa Patel Stevens and Rebecca W. Black. September 8-13, 2008.
-Leander, K.M. & Simpson, A. (2004, April). Paste image here: Multimedia is just an academic argument. Paper presented at the American Educational Association Annual Meeting, San Diego, CA.
-Leander, K. M. & Lovvorn, J. (2004, April). Literacy networks: Following the circulation of texts and identities in the school-related and computer gaming-related literacies of one youth. Paper presented at the American Educational Association Annual Meeting, San Diego, CA.
-Alvermann, D., Lewis, C., and Leander, K.M. (2004, February). Youth culture, digital literacies and intersecting methodologies. Panel presented at the National Council of Teachers of English Research Assembly, Berkeley, CA.

Publications
-Leander, K. M. & Lovvorn, J. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition & Instruction 24(3), 291-340.
-Leander, K. M. & Rowe, D. W. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly 41, 428-460.
-Leander, K. & Sheehy, M. (Eds.). (2004). Spatializing literacy research and practice. New York: Peter Lang.
-Leander, K. M. & McKim, K. K. (2003). Tracing the everyday "sitings" of adolescents on the Internet: A strategic adaptation of ethnography across online and offline spaces. Education, Communication, & Information 3(2), 211-240.
-Leander, K. M. (2002). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37, 198-250.
-Leander, K. M. (2002). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9, 211-237.
-Leander, K.M. (2002). Silencing in classroom interaction: Producing and relating social spaces. Discourse Processes, 34, 193-235.


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