The Divergent Award for Excellence in Literacy in a digital age Research
The Divergent PUBLICATION Award for Excellence in literacy in a digital age Research​
​The Divergent Award for Excellence in Literacy Advocacy
The divergent award for excellence in implementation of literacy in a digital age
THE DIVERGENT Dissertation AWARD FOR EXCELLENCE IN LITERACY IN A DIGITAL AGE

To diverge from traditional pedagogies and research approaches and to embrace the spirit of following a road less traveled, The Divergent Award for Excellence in Literacy in a Digital Age Research was established in 2016 by the Initiative for 21st Century Literacies Research to recognize the indelible contributions of educators and scholars who have dedicated their careers to the theoretical and practical study of 21st Century Literacies. The Divergent Book Award for Excellence in Literacy in a Digital Age Research was established in 2018 by the Initiative for 21st Century Literacies Research to recognize the most outstanding 21st Century Literacies publications that bring to the forefront the importance and impact of this work. ​Established in 2019, The Divergent Award for Excellence in Literacy Advocacy recognizes an individual(s) or groups using digital spaces to advocate for literacy, students, and equity in all facets of academia.
The Divergent Award for Excellence in Implementation for Literacy in a Digital Age was launched in 2021.
​The Divergent Dissertation Award for Excellence in Literacy in a Digital Age Research was launched in 2024.

​2025 Honorees
Dr. Cati de los Ríos is an associate professor of Language, Literacy and Culture at UC Berkeley’s School of Education. She taught Spanish, English language development (ELD), and Ethnic Studies in Massachusetts and California public schools. Her scholarship draws from ethnographic and participatory methodologies to 1) explore the nexus of ethnic studies curricula, writing, and civic learning; and 2) examine how racially minoritized bi/multilingual youth build off of intergenerational cultural legacies while innovating new forms of creative expression and political engagement.  de los Rios’s research has been recognized by The National Academy of Education/Spencer Foundation (Dissertation and Postdoctoral Fellowships), National Academies of Science/Ford Foundation (Dissertation and Postdoctoral Fellowships), and National Council of Teachers of English (NCTE) Cultivating New Voices Fellowship. She is also the recipient of several awards including NCTE’s Promising Researcher Award, Alan C. Purvis Award, Janet Emig Award, and a UC Berkeley Regents' Junior Faculty Fellowship. Some of her recent papers can be found in Applied Linguistics, Aztlán: A Journal of Chicano Studies, Reading Research Quarterly, and The ANNALS of the American Academy of Political and Social Science.

Dr. Anna Smith brings over 25 years of teaching experience & dedication to humanizing learning to research on writing development, transliteracies, and the intersections of teaching, learning, and technologies. She is currently an Associate Professor at Illinois State University, following an IES Postdoctoral Fellowship in Writing and New Learning Ecologies at University of Illinois, Urbana-Champaign. Dr. Smith has led multiple digital projects that connect stakeholders in equity-oriented dialogue and collaborations to support critical approaches to digital pedagogies including the Education Now Lab, a community-engaged, transdisciplinary research+practice lab where teams of graduate students, faculty, youth, school personnel, and community members use emerging technologies to co-produce creative, new media, academic, and public scholarship aimed for multiple audiences and platforms. She is co-author of Developing Writers: Teaching and Learning in the Digital Age and co-editor of the Handbook of Writing, Literacies, and Education in Digital Cultures. Dr. Smith is a lead co-editor of Literacy Research: Theory, Method, and Practice for volumes 73-77. Her recent and award-winning research can be found in journals such as the Journal of Literacy Research, Learning, Culture and Social Interaction, Literacy, Pedagogies: An International Journal, and Theory Into Practice. 

Dr. Jen Scott Curwood is an Associate Professor in English Education and Media Studies at the University of Sydney in Australia. She is an internationally recognised educational researcher and teacher educator, and her work explores the intersections of literacy, creativity, and technology. Her research has appeared in leading journals such as the Journal of Literacy Research, Journal of Adolescent & Adult Literacy, English Teaching: Practice and Critique, and Learning, Media, and Technology, and she has published a co-authored book, Conducting Qualitative Research of Learning in Online Spaces. She completed her PhD in Curriculum and Instruction at the University of Wisconsin-Madison.

Kristen Hawley Turner, PhD, is Professor and Chair of Education in the Caspersen School of Graduate Studies at Drew University in New Jersey.  Her research focuses on the intersections between technology and literacy, as well as how to navigate screentime from both the perspective of parent and teacher, and most recently, how to define the role of AI in writing instruction. Turner is author of several journal articles and book chapters dealing with adolescent digitalk, technology and teacher education, and writing instruction and digital literacy.  She is the co-author of Connected Reading: Teaching Adolescent Readers in a Digital World and Argument in the Real World: Teaching Students to Read and Write Digital Texts and the editor of Ethics of Digital Literacy: Developing Knowledge and Skills across Grade Levels. She is the founder and director of the Drew Writing Project and Digital Literacies Collaborative.

Dr. Karen Wohlwend is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington. She studies young children’s play as embodied literacies that produce action texts made with moving bodies and reimagined meanings for everyday materials.  This work reveals the inventive stories children create as they imagine together in the immersive play worlds that they create in homes, playgrounds, classrooms, video games, and animation apps. Her books include Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom, Literacy Playshop: New Literacies, Popular Media, and Playin the Early Childhood Classroom, and Literacies that Move and Matter: Nexus Analysis for Contemporary Childhoods.

Special Issue: English Teaching: Practice & Critique: “Playful Literacies Across Cultures: Pluralities of Pleasure, Affect, & Living Texts” is a 2025 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research, co-edited by Christian Ehret, Tori K. Flint, Jayne C. Lammers, Alecia Marie Magnifico, and Raul Alberto Mora. The co-editors believe that education should be joyful and that we should listen to and build upon the brilliance of all learners. Correspondingly, this Special Issue offers new visions of how play can provide space(s) for children, adolescents, adults, and teachers to think beyond traditional academic structures to imagine playful possibilities. Christian Ehret is an Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. His current research examines the emotional complexities of literacy and learning in children and youths’ increasingly digitized lives. Tori K. Flint is an Associate Professor of Literacy & Early Childhood Education at the University of Louisiana at Lafayette. Her research bridges early literacies, play, identities, and multimodality in various contexts. Jayne C. Lammers was an Associate Professor of Education at the University of Rochester and is now the Director of Learning Design at Edmentum. Her research explores young people’s interest-driven digital literacies aiming to inform equitable and engaging instructional practices. Alecia Marie Magnifico is an Associate Professor of English Teaching at the University of New Hampshire. Her research works across learning spaces, from classrooms to online communities to games, to explore relationships among literacy practices, technologies, identities, and collaborative learning and teaching. Raul Alberto Mora is an Associate Professor at the Doctorate in Education at Universidad Pontificia Bolivariana and the chair of the Literacies in Second Languages Project research lab. His research explores the ways second languages appear in city spaces and gaming culture and how language teachers play with literacy theory to create more engaging classroom and learning environments.

Literacies in Times of Disruption: Living and Learning during a Pandemic is a 2025 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Dr. Bronwyn T. Williams is a Professor of English and Endowed Chair in Rhetoric and Composition at the University of Louisville. He writes and teaches on issues of literacy, identity, sustainability, digital media, and writing pedagogy. His recurring research interests have been exploring the intersections of the literacy practices people engage in in their daily lives and the literacy practices they encounter in schools and universities, with a particular interest in questions of how people construct their literate identities. Other current projects include a global climate change education project involving students in different countries, work on community writing projects, and writing center research. He has been a Fulbright Research Fellow in the United Kingdom and has taught or collaborated on research in a number of countries including Lebanon, Kazakhstan, and the Philippines. He has published his research in a wide range of journals and edited collections. His previous books include Literacy Practices and Perceptions of Agency: Composing Identities; New Media Literacies and Participatory Popular Culture Across Borders; Shimmering Literacies: Popular Culture and Reading and Writing Online; and Identity Papers: Literacy and Power in Higher Education.


Teaching Literacy Online: Engaging, Analyzing, and Producing in Multiple Media is a 2025 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research, published by the National Council of Teachers of English. Rochelle (Shelley) Rodrigo is the Senior Director of the Writing Program; Professor in the Rhetoric, Composition, and the Teaching of English (RCTE) program; Writing Scholar (Continuing Status) in the Department of English at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. Shelley recently co-authored Teaching Literacy Online; is working on the fourth co-authored edition of The Wadsworth/Cengage Guide to Research, and co-edited Rhetorically Rethinking Usability. Her scholarly work has appeared in journals such as Composition Forum, Composition Studies, Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College¸as well as various edited collections. In 2022 she became a Research Associate with The Readability Consortium and a Distinguished Fellow in the Center for University Education Scholarship (CUES) at the University of Arizona. In 2021 she was elected Vice President (4-year term including President) of the National Council of Teachers of English and won the Arizona Technology in Education Association’s Ruth Catalano Friend of Technology Innovation Award. Dr. Catrina Mitchum is adjuncting as it was intended as Associate Professor with University of Maryland Global Campus. She has been designing and teaching and online learning  experiences since 2009 and has been awarded various teaching awards including Professional and Technical Writing and Collaborative Teaching. She has taught various levels and flavors of writing courses from first-year writing to grad courses, entirely online. Her research has been published in College Composition and Communication, Composition Forum, and The Journal of Teaching and Learning with Technology, among various other journals and edited collections. She was awarded, with other scholars, the CCCC Research Initiative Grant in 2018, a Digital Learning Tech Seed Grant in 2021, and in 2021-2022, she was an Inclusive Leadership Fellow.

Connecticut Writing Project-Fairfield's Young Adult Literacy Lab and the POW! Power of Words at Fairfield University is a 2025 recipient of the Divergent Implementation Award for Excellence in Literacy in a Digital Age. The programs and initiatives taught by teacher leaders, writers, and visionaries within the National Writing Project mission for improving writing practices. Begun in 2014 by Director Bryan Ripley Crandall, the literacy labs continue to offer a location for literacy that leads towards collaboration, publication, and the celebration of ever-changing demographics in southern Connecticut. Whether attending Little Labs for Big Imaginations (grades 3-5), Novel Writing Labs (grades 6-12), Who Do You Think You Are: The College Essay & Other Personal Narratives (9-12), or Ubuntu Academy, a program for immigrant- and refugee-background youth, the young writers have opportunity to work towards publication with teacher leaders, authors, administrators, and scholars as they find their own voice and write to change the world. These labs (which have also included Project Citizen: Writing for Social Change (9-12), Game On: The Sports-Writing Lab (6-8), Speak Yourself: A Poetry Lab, and To Write or Not To Write - The Shakespeare Lab) have served over 2,500 young people within the teachers-teaching-teachers tradition, both in-person and online. It is a great model of scholarship in action built by many.

The Digital Discourse Project is a 2025 recipient of the Divergent Implementation Award for Excellence in Literacy in a Digital Age. The project is a research-practice partnership bringing together teachers and researchers from the University of Pennsylvania and the National Writing Project to study ‘digital discourse’ in secondary ELA classrooms, especially online discussions about literature. Since we joined together during the first months of the pandemic, the team has spent five years together developing a model of teacher learning through collaborative inquiry and a framework of digital discourse practices centered around the question: digital discourse for what? As we work toward 'taking practice public' this focus on equity in and through digital discourse has been a central dimension, anchoring a forthcoming book and website.  Amy Stornaiuolo is an associate professor of literacy education at the University of Pennsylvania. Her research investigates people’s digital literacy practices, drawing on digital methods to trace literacies on the move across formal and informal cross-cultural spaces and broader socio-technical systems. Recent projects have focused on adolescents’ digital writing and data literacies, school makerspaces, and teachers’ digital discourse practices. Her work involves developing collaborative, long-term partnerships to study how digital technologies are shaping teaching and learning and can be leveraged for educational justice.

The Furious Flower Syllabus Project is a 2025 recipient of the Divergent Implementation Award for Excellence in Literacy in a Digital Age.The nation’s first academic center for Black poetry, the Furious Flower Poetry Center is committed to ensuring the visibility, inclusion, and critical consideration of Black poets in American letters, as well as in the whole range of educational curricula. Our programming seeks to cultivate an appreciation for poetry among students of all levels—from elementary to graduate school and beyond. In addition, Furious Flower seeks to support and promote Black poets at all stages of their careers and to preserve the history of Black poets for future generations.





2024 Honorees

Dr. Gholnecsar (Gholdy) Muhammad is a 2024 recipient of The Divergent Award for Excellence in Literacy Advocacy. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois at Chicago. She has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad’s scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored Black girls’ literacies: An Edited Volume. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022 and 2023, she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She has also received numerous awards from national organizations and universities. She was named the American Educational Research Association Division K Early Career Award and the 2021 NCTE Outstanding Elementary Educator in the English Language Arts. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her forthcoming book, Unearthing Joy, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice. 

The Media Education Lab is a 2024 recipient of The Divergent Award for Excellence in Literacy Advocacy. The Media Education Lab advances the field of digital and media literacy education by offering inclusive and inter-disciplinary leadership development, scholarship and advocacy. The Media Education Lab is a community of educators, scholars, practitioners, graduate students and advocates who together explore and shape the future of media education. The Media Education Lab was founded in 2003 at Temple University by Dr. Renee Hobbs. As the Media Education Lab celebrates its 20th anniversary, the co-directors Dr. Hobbs from the University of Rhode Island and Dr. Yonty Friesem from Columbia College Chicago engage a global community to address current issues of polarization, intolerance and misinformation with various online professional development opportunities. One of these opportunities is the annual Northeast Media Literacy Conference. The conference developed from a regional conference in the University of Connecticut under the leadership of Dr. Thomas B. Goodkind into an international inclusive conference co-produced by Michelle Ciccone at the University of Massachusetts Amherst and Iglika Ivanova, co-founder of the Bulgarian Media Literacy Coalition, and the University of Sofia, Bulgaria. 

Jayne C. Lammers is a 2024 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. She is an Associate Professor of education at the University of Rochester, where she has directed the secondary English Teacher preparation program and helped found the Center for Learning in the Digital Age. In 2019, she was a Fulbright U.S. Scholar studying the digital literacies of Indonesian youth. Currently on leave and working as the Director of Learning Design at Edmentum, her work continues to explore learning at the intersection of students' interests and technology's affordances. Her research has been enriched by many meaningful collaborations and has appeared in Journal of Adolescent & Adult Literacy, Written Communication, English Teaching: Practice and Critique, the Indonesian Journal of Applied Linguistics, and other venues to communicate to audiences across boundaries.

Cliff Lee is a 2024 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. He is a Professor of Education and program director and of the Educators for Liberation, Justice and Joy (ELJJ) teacher education program at Mills College at Northeastern University. He was a founding Humanities teacher at Life Academy in Oakland, California. His research, teaching, and social justice advocacy examines and uplifts the ingenuity, intelligence, and creativity of Black, Indigenous, and People of Color (BIPOC) youth. His community-based research works at the intersections of critical pedagogy, computational thinking, youth culture, media production, technology, and creative expression. His 2023 released MIT Press book, Code For What? Computer Science for Storytelling and Social Justice, co-authored with Elisabeth Soep, shares findings from his work as a scholar-in-residence at YR Media, a national network of youth media creatives. Cliff received his Ph.D. in Urban Schooling from UCLA and his Master of Arts degree in Education from Stanford University.

T. Philip Nichols is a 2024 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Nichols is an Associate Professor of literacy education in the Department of Curriculum and Instruction at Baylor University. His research examines how science and technology condition the ways we practice, teach, and talk about literacy and downstream impacts of this conditioning for equitable public education and human flourishing. He is the author of Building the Innovation School: Infrastructures for Equity in Today’s Classrooms (Teachers College Press, 2022), and his work has appeared in a range of academic journals (Harvard Educational Review, Research in the Teaching of English), practitioner journals (Phi Delta Kappan, Educational Leadership), and magazines (The Atlantic, Logic). He holds an M.A. in History and Sociology of Science and a Ph.D. in Literacy, Culture, and International Education from the University of Pennsylvania.

Vaughn W. M. Watson is a 2024 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Watson's research renders visible the interplay of diverse literacy and learning practices of Black African immigrant youth and participatory, communal civic engagement across contexts of schools and communities in the global African Diaspora. He has published research in journals including the American Educational Research Journal, Teachers College Record, Research in the Teaching of English, Journal of Literacy Research, Urban Education, International Journal of Qualitative Studies in Education, and Review of Research in Education. His article, “ ‘This is America’: Examining artifactual literacies as austere love across contexts of schools and everyday use,” co-authored with Dr. Joanne Marciano, was awarded the Outstanding Publication Award by the AERJ Narrative Research Special Interest Group. Vaughn, a NAED / Spencer Foundation postdoctoral fellow, NCTE CNV fellow, and LRA STAR mentor, co-edits English Teaching: Practice and Critique with Dr. Robert Petrone.

Metaliteracy in a Connected World: Developing Learners as Producers is a 2024 recipient of The Divergent Publication Award for Excellence in Literacy in a Digital Age Research, written by Thomas P. Mackey and Trudi E. Jacobson. Thomas P. Mackey, Ph.D. is Professor in the Department of Arts and Media at SUNY Empire State University where he mentors and teaches in the Digital Media Arts. He is the recipient of the Chancellor's Award for Excellence in Scholarship and Creative Activities, the Dr. Susan H. Turben Chair in Mentoring, and is Extraordinary Professor, Research Unit Self-Directed Learning, Faculty of Education, North-West University, South Africa. Dr. Mackey co-authored Metaliteracy in a Connected World: Developing Learners as Producers (2022) with Prof. Trudi E. Jacobson for ALA/Neal-Schuman based on the metaliteracy framework they originated. To learn more, visit Metaliteracy.org, Global Digital Stories, and tpmackey.com. Trudi E. Jacobson is Distinguished Librarian Emerita at the University at Albany, SUNY and Extraordinary Professor, Research Unit Self-Directed Learning, Faculty of Education, North-West University, South Africa. She has co-authored or co-edited over a dozen books, many with Prof. Thomas P. Mackey, with a focus on metaliteracy and librarian/faculty collaborations. She and her students participated in the Wiki Education program, and she currently serves as a mentor to instructors new to the program. She was editor-in-chief for the Information Literacy module of the  Sage Student Success program, and is the series editor for Rowman & Littlefield’s Innovations in Information Literacy series.
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Pop and Play Podcast is a 2024 recipient of The Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Pop and Play is a podcast produced by Haeny Yoon, Nathan Holbert, Joe Riina-Ferrie, and Lalitha Vasudevan with Billy Collins and Lucius Von Joo from the Digital Futures Institute at Teachers College, Columbia University. Hosted by Haeny and Nathan, the premise of Pop and Play is simple: two education researchers hosting conversations with people – including scholars, artists, activists, parents and children – to elevate the significance of play in the daily lives of children and adults alike. As bell hooks writes, popular culture and its accompanying acts of play can be a “powerful site of intervention, challenge, and change”. To this end, Pop and Play blurs the boundary between the serious and frivolous, creating space for public engagement and conversation knowing that social change happens in collaborative, collective movements. 

Restorying Young Adult Literature: Expanding Students' Perspectives with Digital Texts is a 2024 recipient of The Divergent Publication Award for Excellence in Literacy in a Digital Age Research, written by James Joshua Coleman, Autumn A. Griffin, and Ebony Elizabeth Thomas.  James Joshua Coleman (Josh) is an Assistant Professor of English Education in the University of Iowa’s College of Education. His research embraces critical narrative approaches to the study of queer and trans educator wellbeing as well as the study of LGBTQ+ youth literature. Dr. Coleman’s publications can be found in Teachers College Record, Teaching and Teacher Education, Reading Research Quarterly, Written Communication, English Education, and the Journal of Children’s Literature. Dr. Coleman was formerly a high school English teacher in Charlotte, NC and Fulbright English Teaching Assistant in Paris, France. He can be reached at [email protected] or on twitter at @Josheducating

Reimagining Literacies in the Digital Age: Multimodal Strategies to Teach with Technology is a 2024 recipient of The Divergent Publication Award for Excellence in Literacy in a Digital Age Research, written by Pauline Schmidt and Matthew Kruger-Ross. Pauline Schmidt, Ph.D. is a Professor of English Education in the Department of Secondary Education at WCUPA. She is also the Director of the West Chester Writing Project. Her teaching and research interests include the infusion of the arts in English Education, diversifying the canon of literature for children and young adults, and the impact of new literacies on curriculum and teacher preparation. Matthew Kruger-Ross, Ph.D. is an Associate Professor in the Department of Educational Leadership and Higher Education Administration. He teaches graduate courses on educational technology, curriculum, and research methodologies. Matthew’s research interests include the philosophy of education and technology and its impact on educational practice, curriculum theory as it relates to teaching and being a teacher, and the intersection of philosophy of education and the hermeneutic phenomenology of Martin Heidegger. Their scholarship and teaching often intersect since they have been co-teaching together for over seven years. They also host a podcast called Notorious Pedagogues, and their co-authored book Reimagining Literacies in the Digital Age: Multimodal Strategies to Teach with Technology was published in Fall 2022. Their new research project focuses on arts-based and place-based experiences for preservice teachers.
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Special Issues: Critical Media Literacy Volume 1 and Volume 2 are a 2024 recipient of The Divergent Publication Award for Excellence in Literacy in a Digital Age Research, edited by Tom Liam Lynch (Vol 1) and William Kist & Mary T. Christel (Vol 2). Dr. Tom Liam Lynch is Vice President of Education at The United Way of New York City. A former educational technology professor, English teacher, and school district official for the New York City Department of Education, Lynch has written dozens of articles and presented the world over on educational technologies, online learning, school reform, new literacies, and K-12 computer science. He launched the website Plotting Plots in 2021 to help ELA teachers uncover ways of embedding computer science into their classroom practice. Lynch holds a doctorate in education from Columbia University’s Teachers College. Learn more at www.tomliamlynch.com and www.plottingplots.com. William Kist is Professor Emeritus at Kent State University.  He is also a former high school English teacher and curriculum supervisor and has written five books, including the recently published Curating a Literacy Life. As an instructional coach and consultant, Bill has worked for schools and districts across the United States and Canada. He can be followed on YouTube and Facebook (@williamkistmedia) and Twitter (@williamkist).  Mary T. Christel taught media and film courses at Adlai E. Stevenson High School. In addition to Special Issues: Critical Media Literacy Vol. 2, she co-edited Lesson Plans for Media-Rich Classrooms (2007) and Lesson Plans for Developing Digital Literacies (2010) for NCTE. Christel also writes extensively on popular culture and superhero narratives, contributing chapters to Yin and Yang in the English Classroom: Teaching with Popular Culture Texts (2015), Comic Connections: Reflecting on Women in Popular Culture (2017), Comic Connections: Building Character and Theme (2019), and The Human in Superhuman (2022).


Christopher R. Rogers, Ph.D, is a 2024 recipient of The Divergent Dissertation Award for Excellence in Literacy in a Digital Age Research. Dr. Rogers is an educator and cultural worker from Chester, PA. He just defended, with distinction, his dissertation “Storying a Black Village Poetics of Landscape & Literacies in West Philadelphia” at PennGSE. He serves on the National Steering Committee for Black Lives Matter at School, supporting movements for racial justice in K-16 education by mapping, indexing, and expanding access to identity-affirming, justice-oriented educational materials. He’s Co-Coordinator for the Friends of the Tanner House, aiming to stabilize and revitalize the North Philadelphia-set National Historic Landmark. He’ll spend 2023-24 as a Postdoctoral Research Fellow with the Center for the Preservation of Civil Rights Sites continuing this project, while anticipating an academic job search between fields of Literacy Studies, Black Studies, and Historic Preservation.

Sarah Bonner, Ph.D, is a 2024 recipient of The Divergent Dissertation Award for Excellence in Literacy in a Digital Age Research.

#VerseLove and Dr. Sarah Donovan are a 2024 recipient of The Divergent Award for Excellence in Implementation of Literacy in a Digital Age.
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Dr. Tracey Flores and Somos Escritoras are a 2024 recipient of The Divergent Award for Excellence in Implementation of Literacy in a Digital Age.

2023 Honorees

Dr. Stephanie Shelton is a 2023 recipient of The Divergent Award for Excellence in Literacy Advocacy. Dr. Shelton is Associate Professor of Qualitative Research in the College of Education at The University of Alabama and Program Coordinator of the Educational Research Program. She is an affiliate faculty member in the Department of Gender and Race Studies and the Gifted Education Program. Dr. Shelton's research is interview- and focus group-based and often incorporates queer and feminist theories into examinations of secondary education.  Previous studies have considered early-career high school teachers' efforts to construct public identities as LGBTQ+ allies  and the intersections of sexuality, gender, and race in teachers' and students' classroom experiences. Dr. Shelton's publications have appeared in a range of journals, including the International Journal of Qualitative Studies in Education, Qualitative Inquiry, Qualitative Research Journal, GLQ: A Journal of Lesbian and Gay Studies, Teaching and Teacher Education, Sex Education, and Literacy Research: Theory, Method, and Practice, in addition to a variety of books and book chapters. 

Dr. Julie Coiro is a 2023 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Coiro is Professor of Reading in the School of Education at the University of Rhode Island, where she currently teaches undergraduate and graduate level courses in elementary and secondary literacy. Coiro speaks with educators nationally and internationally to share ideas about reading comprehension strategy instruction, the new literacies of the Internet, online reading comprehension, and effective practices for technology integration and professional development. Prior to her position at URI, Julie worked with Donald Leu, as Co-Director of The New Literacies Research Lab at the University of Connecticut.

Alex Corbitt is a 2023 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Alex taught middle school literacy for five years in the Bronx, New York. He is now enrolled at Boston College and pursuing a PhD in curriculum and instruction. His current education research focuses on literacy, equity, gaming, horror, and climate. He regularly writes and speaks about education.

Dr. Rebecca Woodard is a 2023 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Woodard's research on writing and writing pedagogy is grounded in sociocultural and critical theories that recognize teaching and learning as not just cognitive, but also social, cultural, and historically- and politically-situated. Utilizing primarily qualitative methods, she examines writing and teaching in k-16 classrooms and professional development settings, as well as out-of-school contexts. Her research has focused on three themes: (a) the broad literate lives of teachers and students; (b) the profoundly social nature of school writing; and (c) teachers’ writing pedagogies and professional development experiences, particularly those that support socio-political orientations. Across these works, she argues that in schools we tend to understand and teach writing in restrictive ways that are misaligned with what we know about writing and learners. She is an Associate Professor at the University of Illinois Chicago.

Critical Digital Literacies: Boundary-Crossing Practices is a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: Routledge. Contributors: Claire Ahn, JuliAnna Ávila (Editor), Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith. 

Youth identities and affinities on the move: Using a transliteracies framework to critique digital dichotomies is a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: T and F. Authors: David E. Low & Sarah M. Rapp.

Special Issue: Critical Literacies in a Digital Age, Pedagogies: An International Journal  is a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: T and F. Editors: Earl Aguilera and Jessica Pandya. Contributors: Earl Aguilera & Jessica Z. Pandya; David E. Low & Sarah M. Rapp; Olivia G. Stewart, Betina Hsieh, Anna Smith & Jessica Zacher Pandya; Cassandra Scharber, Lana Peterson, Yu-Hui Chang, Sarah Barksdale & Ramya Sivaraj; Cynthia Lewis, Anne Crampton & Cassandra Scharber; Elisabeth R. Gee & Earl Aguilera; Antero Garcia & Roberto Santiago de Roock; Anna Smith, Cherise McBride & Christopher Rogers.

​Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces is a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: Teachers College Press. Authors: Detra Price-Dennis & Yolanda Sealey-Ruiz.

Literacies in Second Languages Project is a 2023 recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age. The Literacies in Second Languages Project (LSLP) research lab is a global, grassroots research community that seeks to become global leaders in quality research in the field of literacy in and from the Global South. The LSLP brought together experienced faculty researchers from Colombia and around the world, along with veteran teachers and prospective teachers to build interdisciplinary, transnational scholarship that is transforming classroom instruction and impacting learning. This band of doers, thinkers, researchers, and writers is actively engaged with researching, presenting, and publishing interact with second languages as communicative and semiotic resources to create a multiplicity of languages and meanings. Dr. Mora and his Research Team have been conducting critical digital literacy work on gaming, multimodal pedagogies, and immersive world theorizing for the past five years. Situated and anchored within the Global South and framing their work around power and inequalities, we need to acknowledge this important work and the obvious gaps in research and theory within Global South contexts. 




2022 Honorees


Dr. Elyse Eidman-Aadahl is a 2022 recipient of The Divergent Award for Excellence in Literacy Advocacy.  Dr. Eidman-Aadahl is the executive director of the National Writing Project (NWP), where she draws upon 25 years of experience designing and leading national programs, partnerships, and action-learning efforts for the NWP and other educational organizations. Her scholarship includes studies of literacy and learning in the context of our new digital, networked ecology. A main focus of Eidman-Aadahl’s research is how educators from diverse backgrounds research and reason together about this social transformation—as well as literacy, equity, and agency—for themselves and their youth. She is a broadly published author and presenter, well-known for co-authoring Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement (2016), Because Digital Writing Matters (Jossey-Bass, 2010) and Writing for a Change: Boosting Literacy and Learning Through Social Action (Jossey-Bass, 2006). Prior to becoming the executive director, Eidman-Aadahl directed National Programs and Site Development for the NWP, where she developed many of NWP’s signature programs and partnerships. Her recent work engages educators in schools, libraries, and museums as they rethink their teaching and learning environments with a view toward digital composition and production, connected learning, equity, and civic engagement.

Dr. Laura Jiménez is a 2022 recipient of The Divergent Award for Excellence in Literacy Advocacy. Dr. Jiménez is Associate Dean of Equity, Diversity & Inclusion at Boston University, where she examines the elements of purpose, person, text, and context, especially in relation to children's and young adult literature. She is a founding advisory board member of Research on Diversity in Youth Literature (RDYL) and a strong advocate for social justice oriented approaches to literacy and literature. Dr. Jiménez believes it is her responsibility to provide a variety of avenues and opportunities for teachers to actively engage with Children’s and Young Adult literature, to keep the growing diversity of students in the K-12 classroom in the forefront of her practice, and to critically evaluate the representation of mis- and under-valued communities within literature we teach children. Keeping students interested, engaged, and invested is paramount to learning; as such, modeling the kinds of classroom experiences that are cognitively flexible, vibrant, challenging, and fun is paramount in teacher education.

Dr. Summer Pennell is a 2022 recipient of The Divergent Award for Excellence in Literacy Advocacy. Dr. Pennell is an Assistant Professor of English & English Education at Truman State University where she teaches courses in the Masters of Education program in English education, and English courses in Young Adult Literature, folklore, and queer theory. Dr. Pennell also facilitates Safe Zone trainings with the help of student interns. Her work centers on social justice education, with a particular focus on positive representations of intersectional queer communities. Dr. Pennell's research and teaching interests include English education; social justice education; critical literacies; new literacies; queer theory and pedagogy; Young Adult literature; critical theory; and qualitative methods.

Bill Bass is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Mr. Bass is a former English teacher who now serves as Innovation Coordinator for Instructional Technology, Library Media and Federal Programs in the Parkway School District in St. Louis, MO. As a speaker, writer and professional developer, he focuses on systemic and sustainable integration of technology into classrooms at all grade levels. Mr. Bass currently serves as Past-President of ISTE Board of Directors and was named as one of NSBA's 20 to Watch EdTech Leaders. He is a Google Certified Innovator, Google for Education Certified Trainer and has written numerous articles, book chapters and has authored three books: From Inspiration to Red Carpet (ISTE 2012) Digital Reading: What’s essential in grades 3-8 (NCTE 2015), and Leading from the Library (ISTE 2019). 

Dr. Cassie Brownell is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Brownell is Assistant Professor in the Language and Literacies Program at the Ontario Institute for Studies in Education within the University of Toronto. She received her doctorate in Curriculum, Instruction, and Teacher Education--with a language and literacies specialization and certificates in qualitative research and urban education--from Michigan State University in 2018. Dr. Brownell's interests in language and literacy practices stem from her seven years of teaching experience. Her tenure as a teacher includes working with three and four year old students abroad as well as teaching grades 1, 2, and 4 in post-Katrina New Orleans, Louisiana. Broadly, she is interested in the politics of identity and language in contemporary schooling. Dr. Brownell uses feminist and poststructural modes of inquiry to critically consider how education might become more inclusive of children’s cultural, linguistic, and modal ways of knowing. In taking an interdisciplinary approach to her work, Dr. Brownell bridges scholarship from literacy and social studies education alongside critical childhood studies to examine children’s sociopolitical development and civic participation.

Dr. Tisha Lewis Ellison is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr. Lewis Ellison is an Associate Professor in the Department of Language and Literacy Education at The University of Georgia. Her research explores the intersections of family literacy, multimodality, and digital and STEM literacy practices among African American and Latinx families and adolescents. Her research studies are advancing the field of families’ digital literacies and STEM literacies across lifespans, in homes and community settings, and in ways that inform parents, adolescents, and teachers in the following ways: (a) contributing to the field of family literacy by including an awareness of families’ and adolescents’ digital literacy practices and parents’ counter-narratives; (b) integrating digital literacies and multimodality in learning environments across race and class; and (c) examining the role of feminism in digital literacies.Her work has appeared in the selected peer reviewed journals: Reading Research Quarterly, Research in the Teaching of English, Journal of Literacy Research, Journal of Adolescent and Adult Literacy, Urban Education, and Journal of Education. She received her Ph.D. degree in Reading at the University at Albany, State University of New York.
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Dr. Renee Hobbs is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr.Hobbs is an internationally-recognized authority on digital and media literacy education. Through community and global service and as a researcher, teacher, advocate and media professional, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. She is Founder and Director of the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. Dr. Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published over 150 articles in scholarly and professional journals and in 2018, she was recognized for research productivity by receiving the Research Excellence Award from the University of Rhode Island. Her current research examines approaches to teacher education in digital and media literacy education, with a focus on measuring how teacher motivations shape their practice of integrating digital tools and media literacy concepts into the curriculum. She has also developed and validated measures of media literacy competencies for adolescents and she has evaluated the impact of media literacy programs implemented in American public schools. Her most recent work examines the pedagogy of teaching persuasive genres in K-12 education. 

Dr. Betina Hsieh is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Dr.Hsieh is an associate professor of Teacher Education at California State University, Long Beach. Her teacher education work is informed by 10 years of urban middle school classroom experience, K-12 literacy coaching and work as co-director of the Bay Area Writing Project. She has 3 single subject credentials (in English, Mathematics and Social Studies), a BA in American Studies with a focus on Childhood in America; an MA and PhD in Education from UC Berkeley, with a specialization in Language, Literacy and Culture.   Her current research focuses on the identities and experiences of teachers and teacher educators of color, with a specific emphasis on Asian American teachers.  At the heart of Dr. Hsieh’s work is the exploration of how who we are shapes what we do and the choices we make. She is deeply committed to creating more equitable spaces in (teacher) education that promote the success, sustenance and empowerment of all learners, particularly those from marginalized subgroups.

Franki Sibberson is a 2022 recipient of The Divergent Award for Excellence in Literacy in a Digital Age Research. Ms. Sibberson  has worked for over 30 years as an educator in many different roles – teaching children in a variety of elementary grades, assisting struggling readers in an intervention position, guiding literacy programs K – 12 in the central district office, as an elementary librarian and leading workshops for teachers at the state, regional, and national level. Her writing and video work as a lead contributor for Choice Literacy keeps us updated on the latest and greatest books as well as practical “how-tos” on assessment, comprehension, word work, technology and more. Ms. Sibberson is the co-author of many books and videos on teaching reading in the intermediate grades, including Beyond Leveled Books, Still Learning to Read, Day-to-Day Assessment in the Reading Workshop, and Digital Reading: What’s Essential in Grades 3-8. She also writes regularly on the blog she shares with Mary Lee Hahn, A Year of Reading. She is currently the past president of NCTE.

Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media is a 2022 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: Routledge. Author(s):  Dr. Cheryl McLean and Dr. Jennifer Rowsell.

Virtual and Augmented Reality in English Language Arts Education, is a 2022 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: Lexington Books. Author(s):  Dr. Clarice Moran and Dr. Mary Rice.

The Ethics of Digital Literacy: Developing Knowledge and Skills Across Grade Levels, is a 2022 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research. Publisher: Rowman and Littlefield. Author(s):  Dr. Kristen Hawley Turner.

Global Story Hour is a 2022 recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age. Founded in Spring 2020 and led solely by Dr Suriati Abas, the collaboration for this implementation involves several community partners, PK-12 schools, authors of children’s books, guest speakers, students enrolled in Dr Abas’s Children’s Literature course and the university to bring literacy to children in the city of Geneva, New York. Through a Facebook page, Global Story Hour (https://www.facebook.com/GlobalStoryHour/), Dr Abas created opportunities for her undergraduate students to apply the theories that they had learned into practice. Students collaborated with librarians at five community/public libraries in rural areas of New York state and a local bookstore owner to do “live” reading alouds of children’s books for the community. They took turns to promote the latest children’s books (with social justice themes) by creating book trailers and explored innovative ways to make children’s literature come alive to a virtual audience (egs. reader’s theatre and simple performance-based activities). Dr Abas and her students collaborated with the school district to host a virtual event, “Global Story Hour Explores the World with You”, for elementary school children (participating physically) during their curriculum hour. Dr Abas’s excellent work receives response from outside of the United States where she was invited to talk about the implementation of this literacy project at a university in Turkey and later, the page was followed by educators from other parts of the world. 
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Union County School District, Georgia, is a 2022 recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age.Located in the heart of the Appalachian mountains, Union County Schools District creates innovative, digital literacy learning opportunities for all students Pre-K to 12th grade. A few of the ways the district has used digital spaces to advocate for its youth in order to create equitable literacy learning opportunities include: Chromebooks for all students for digital access, virtual professional development for all teachers that is focused on best literacy practices, digital diagnostic literacy tools to help with RTI implementation, many online reading subscriptions to create a community of readers, tools to help all students with digital literacy practices (such as headphones and amplification tools), online learning communities for virtual and face-to-face students to engage in literacy practices, and discussions across the district about building student-created projects that strengthen literacy skills through multimodal ways (such as creating electronic portfolios, videos, or offering digital feedback to enhance cross-disciplinary literacy connections).

Cleveland Teaching Collaborative is a 2022 recipient of the Divergent Award for Excellence in Implementation of Literacy in a Digital Age. In May 2020, Dr. Molly Buckley-Marudas and Dr. Shelley Rose founded the Cleveland Teaching Collaborative (CTC) in response to the emergency shift to remote learning during the COVID-19 pandemic. This interdisciplinary network of educators from pre-kindergarten to higher education created a community of practice rooted in collective reflection, peer-support, and pedagogies of collective care. The collaborative is a dynamic professional learning community that supports and extends educators’ digital literacies and digital pedagogies now and in the future. The CTC’s goals are to curate, share, reflect on, and analyze educators’ experiences of remote and hybrid instruction to improve teaching, learning, and student success during the pandemic and beyond. With an emphasis on the literacies of teaching and local knowledge generation, the project is focused on teachers in Northeast Ohio. Since May 2020, the CTC has created a strong network of educational practitioners and built an expansive, open access database of educational resources.




​2021 Honorees


Dr. Marcelle Haddix is a 2021 recipient of The Divergent Award for Excellence in Literacy Advocacy. Dr. Haddix is Dean’s Professor and Chair of the Reading and Language Arts department in the Syracuse University School of Education, where she is an inaugural co-Director of the Lender Center for Social Justice. Her scholarly interests focus on the experiences of students of color in literacy and English teaching and teacher education and the importance of centering Blackness in educational practices and spaces. She facilitates literacy programs for adolescent and adult communities in Syracuse, including the Writing Our Lives project for urban youth writers and a Black women’s literary club and free library project. Haddix’s book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, received the 2018 Outstanding Book Award from the American Association of Colleges for Teacher Education.

Christopher Lehman is a 2021 recipient of The Divergent Award for Excellence in Literacy Advocacy. Lehman is the founding director of The Educator Collaborative, as well as an international speaker, education consultant, New York Times best-selling author, and serves with educational nonprofits focused on literacy.  Lehman has been a middle-school teacher; a high-school teacher; and literacy coach, after which he served as a Senior Staff Developer with the Teachers College Reading and Writing Project at Columbia University. Now, as Founding Director of the The Educator Collaborative, he is working to innovate the ways educators learn in-person and online, providing opportunities for teachers, coaches, and administrators to share their expertise so students can hold their brightest futures.

#DISRUPTTEXTS TEAM is a 2021 recipient of The Divergent Award for Excellence in Literacy Advocacy. The team members include:

Tricia Ebarvia is currently an English teacher at Conestoga High School, PA, where she has taught world literature, American literature, AP Lang, AP Lit, and AP Capstone. As a Co-Director for the PA Writing & Literature Project, Tricia has taught courses on digital writing, teacher inquiry, and facilitates the project’s anti-bias study group. Lorena Germán is a Dominican-American educator working with young people in Austin, Texas at Headwaters School. She’s been an educator for over a decade and has been published by NCTE, ASCD, EdWeek, and others. 
Dr. Kimberly N. Parker currently works with preservice teachers as Assistant Director of Teacher Training at the Shady Hill School. She holds a Ph.D. in Curriculum and Instruction from the University of Illinois-Urbana Champaign, and her research looks at the literacy practices of Black boys. Julia E. Torres has taught Language Arts for sixteen years. Currently, she is a teacher librarian for the Montbello Campus serving five schools within the Far Northeast region of Denver Public schools.  Formerly, a teacher of AP English Language/Literature, Julia has served Colorado teachers as the Vice-President and President of the regional NCTE affiliate–The Colorado Language Arts Society. 

Dr. Troy Hicks is a 2021 recipient of The Divergent Award for Excellence in 21st Century Literacies Research. Dr. Hicks is Professor of English and Education at Central Michigan University (CMU). He directs both the Chippewa River Writing Project and the Master of Arts in Learning, Design & Technology program. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement newer literacies in their classrooms. Since beginning work at CMU in 2007, he has earned numerous distinctions including the Michigan Council of Teachers of English Charles Carpenter Fries Award (2008), CMU’s Provost’s Award for junior faculty who demonstrate outstanding achievement in research and creative activity (2011), the Richard A. Meade Award for scholarship in English Education (2014), the Michigan Reading Association’s Teacher Educator Award (2018), and CMU’s Excellence in Teaching Award (2020). An ISTE Certified Educator, Dr. Hicks has authored numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. Follow him on Twitter: @hickstro

Dr. Emily Howell is a 2021 recipient of The Divergent Award for Excellence in 21st Century Literacies Research. Dr. Howell is a faculty member in literacy for Clemson University's College of Education in the Department of Education and Human Development. Emily has taught English and writing at the secondary and collegiate level and currently teaches pre-service teachers and graduate students in education employing both online and face-to-face classroom environments. Her research interests include multiliteracies, adolescent literacy, writing instruction, and digital tools. Emily approaches research through partnerships with teachers using methodologies such as design-based research. Her research has been published in journals such as Journal of Literacy Research, The Reading Teacher, Journal of Adolescent and Adult Literacy, and Professional Development in Education.

Dr. Ian O'Byrne is a 2021 recipient of The Divergent Award for Excellence in 21st Century Literacies Research. Dr. O’Byrne teaches literacy and technology classes in early childhood, elementary, and middle grade literacies. He is also a former Research Fellow at the New Literacies Research Lab at the University of Connecticut. He received his Masters of Education from the University of Massachusetts in the 180 Days Program. He has been involved in initiatives in school districts ranging from online and hybrid coursework, integrating technology in the classroom, ePortfolio systems, and supporting marginalized students in literacy practices. He is currently a member of AERA, NCTE, and currently serves as e-editor for LRA, and the Literacy, eLearning, Communication, and Culture (LECC) Committee for IRA. 

A Good Fit for All Kids: Collaborating to Teach Writing in Diverse, Inclusive Settings is a 2021 recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research. Publisher: Harvard Education Press. Author: Dr. Kelly Chandler Olcott, Syracuse University, A former high school English and social studies teacher, Kelly Chandler-Olcott now teaches English methods and content literacy courses to secondary and K-12 education majors. With support from the National Science Foundation, the International Reading Association, and the Spencer Foundation, she has published six books and nearly 90 chapters and articles, including in such venues as Reading Research Quarterly, Journal of Literacy Research, Journal of Teacher Education, and Teacher Education Quarterly. In 2015, she began a six-year appointment as co-editor of Journal of Adolescent & Adult Literacy.

Classroom Talk for Social Change: Critical Conversations in English Language Arts is a 2021 recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research. Publisher: Teachers College Press. Authors: Dr. Melissa Schieble is an associate professor of English education at Hunter College of the City University of New York. She earned her BS in secondary English education and MS and PhD in curriculum and instruction with an emphasis on literacy studies from the University of Wisconsin-Madison. A former middle and high school English teacher, her research and teaching focus on critical and sociocultural perspectives on language and literacy, young adult literature, and discourse analysis.  Dr. Amy Vetter, University of North Carolina Greensboro, teaches undergraduate courses in teaching practices and curriculum of English and literacy in the content area, and graduate courses in youth literacies, teacher research, and qualitative research. Her areas of research interest are literacy and identity, positioning theory, and teacher research. Kahdeidra Monet Martin, a Ph.D. student in Urban Education at City University of New York, is a writer, self-publisher, educator, and researcher with more than 13 years of working in education. Kahdeidra has worked as a tutor, club facilitator, after school site coordinator, community center assistant director, special education teacher, and lecturer of developmental English and composition.

Developing Adolescent Literacy in the Online Classroom ​is a 2021 recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research. Publisher: Rowman and Littlefield. Authors: Dr. Brooke Eisenbach is an associate professor at Lesley University. Her areas of academic focus and expertise are English Education, Middle Level Education, Virtual Education, Relational Care in the Classroom, Teacher Empowerment, and Arts-based Qualitative Research. She has a Ph.D. in English Education: Curriculum and Instruction from the University of South Florida, M.Ed. in Reading Education from the University of South Florida, and B.A. in English Education from the University of South Florida. Dr. Paula Greathouse is an associate professor at Tennessee Tech University, where she teaches English language arts content courses and literacy courses for preservice secondary teachers at both the undergraduate and graduate level.  She has published several books on these topics: Queer Adolescent Literature as a Complement to the English Language Arts Curriculum, Adolescent Literature as a Complement to the Content Areas: Science and Math, & Adolescent Literature as a Complement to the Content Areas: Social Science and Humanities.
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​2020 Honorees

Dr. Jon M. Wargo is an Assistant Professor of Literacy in the Lynch School of Education and Human Development at Boston College. Interested in how writing moves, his research uses feminist, queer, and post-structural modes of inquiry to explore how historically minoritized children and youth use literacy and technology to design more just social futures. Publishing extensively across the areas of digital literacy, youth culture, and qualitative research, his research can be found in the pages of the Journal of Literacy Research, Voices from the Middle, Qualitative Inquiry, New Media & Society, Learning, Media, and Technology, and Language Arts. A former Denver Public Schools teacher, Wargo holds a B.A. in English and Gender Studies from Indiana University – Bloomington and a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University. At Boston College, Wargo teaches undergraduate and graduate courses in digital literacies, qualitative research methods, and arts-based inquiry.

Dr. Detra Price-Dennis is an Associate Professor in Elementary Education at Teachers College, Columbia University. She teaches courses that focus on curriculum development, digital literacies, and social justice children’s literature. Prior to working at Teachers College, Dr. Price-Dennis held an academic appointment at the University of Texas at Austin in the Language and Literacy Studies program. Her professional background includes work as an elementary school teacher in both urban and suburban settings, an administrator of a graduate teacher education program, an elementary school literacy coach, and a literacy teacher educator. Throughout her professional experiences she has explored how the intersections of these different fields contribute to conceptualizing literacy learning in teacher education, with a particular interest in culturally relevant/sustaining pedagogy and digital literacies. Dr. Dennis-Price has published research in English Education, Equity and Excellence in Education, Language Arts, The Reading Teacher, and Reading and Writing Quarterly.  In 2017, she received the AERA Early-Career Award for Teaching and Teacher Education, as well as the Janet Emig Award from NCTE’s Conference on English Education.

Dr. Debbie Reese is the 2020 recipient of the Divergent Award for Excellence in Literacy Advocacy. Debbie Reese spent most of her adult life in a classroom, teaching young children in New Mexico and Oklahoma, and then adults at the University of Illinois where she taught in American Indian Studies, the College of Education, and the Graduate School of Library and Information Science. In her lectures and workshops, she emphasizes the importance of knowing that Native peoples have cultures but that they also have a unique status as sovereign nations. Tribally enrolled at Nambé Pueblo, her book chapters and research articles are taught in English, Library Science, and Education courses at universities and colleges in the United States and Canada. Her website, American Indians in Children's Literature, has over ten years of book reviews and essays about the ways that Native peoples are depicted in children's and young adult literature. In 2018, the Association of Library Service to Children, which is part of the American Library Association, selected her to give the prestigious Arbuthnot Lecture for 2019. 

Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context  is a 2020 recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research  Publisher: Routledge.  Author Dr. Jessica Zacher Pandya is Chair of the Liberal Studies Department and Professor in the Departments of Teacher Education and Liberal Studies at California State University, Long Beach. 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.  Pandya was named a Foundation for Child Development New American Children Young Scholar (2012-15) for her research examining the ways English learners compose on iPads. Findings from the longitudinal study have been published in Teachers College Record and the Australian Journal of Language and Literacy, among other places. Her latest book, Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context (Routledge, 2018), stems from this project.  

Educating for Empathy: Literacy Engagement and Civic Learning is a 2020 recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research. Publisher: Teachers College Press .  Author Dr. Nicole Mirra is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers, The State University of New Jersey. She previously taught high school English Language Arts in Brooklyn, New York and Los Angeles, California. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments.  Central to her research and teaching agenda is a commitment to honoring and amplifying the literacy practices and linguistic resources that students from minoritized communities bring to civic life.  Her work has appeared in Review of Research in Education, Journal of Literacy Research, International Journal of Qualitative Studies in Education, Urban Education, and more.  She is the author of Educating for Empathy: Literacy Learning and Civic Engagement (Teachers College Press, 2018) and the co-author of Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (Routledge, 2015).

2019 Honorees

Dr. Lindy L. Johnson is an Assistant Professor of English Education at William & Mary and Director of the Eastern Virginia Writing Project. Her research draws on sociocultural theories of mediated action to examine the increasingly multimodal nature of digital technologies, and the emerging social practices and activities that arise from these technologies. Lindy is particularly interested in examining how digital storytelling and multimodal literacies can encourage adolescents toward civic engagement and other activist projects. Prior to pursuing her Ph.D. in Language and Literacy from The University of Georgia, Lindy taught high school English in Boston Public Schools. Her research has been published in the English Education, Journal of Technology and Teacher Education, and English Teaching: Practice & Critique, and Theory into Practice.

Dr. Raúl Alberto Mora is an Associate Professor of English Education and Literacy Studies at Universidad Pontificia Bolivariana in Medellín. At UPB, he teaches undergraduate and graduate seminars on teaching methods, literacy, and qualitative research, and helped create the MA in Learning and Teaching Processes in Second Languages, program that he coordinated between August 2013 and June 2016. His current research explores second language literacies in urban spaces and gaming communities in Medellín, the pedagogical implementation of alternative literacies in second-language education, the use of transmedial discourse in sociocultural studies, and critical frameworks for English Language Teaching in Colombia, topics he develops with his research team at the Literacies in Second Languages Project (LSLP). Dr. Mora holds a B.A. in Modern Language Education from Universidad Pontificia Bolivariana, an M.A. in Teacher Education (as a Fulbright Scholar), and a Ph.D. in Language and Literacy, both from the University of Illinois at Urbana-Champaign. 

Dr. Ebony Elizabeth Thomas is the recipient of inaugural 2019 The Divergent Award for Excellence in Literacy Advocacy.  Born and raised in Detroit, Michigan, Dr. Ebony Elizabeth Thomas taught elementary language arts, high school English, and creative writing in public schools for several years after graduating from Florida A&M, a historically Black university in Tallahassee, Florida. After graduating from the University of Michigan in 2010, she returned to her master's degree institution, Wayne State University, as an assistant professor of Reading, Language, and Literature in the College of Education. In July 2012, she came to Penn GSE, where she is Associate Professor in the Division of Literacy, Culture, and International Education. Her program affiliation is Reading/Writing/Literacy. In her work, Dr. Thomas synthesizes postcolonial, critical, and critical race theory with data from her empirical research in classrooms to examine the ways that literature, media, and culture are positioned in schooling and society today. Dr. Thomas’s program of research is most keenly focused on children’s and adolescent texts (broadly construed), the teaching of African American literature, history, and culture in K-12 classrooms, and the roles that race, class, and gender play in classroom discourse and interaction. Her forthcoming book is The Dark Fantastic: Race and the Imagination from Harry Potter to The Hunger Games (New York University Press, Spring 2019). Dr. Thomas has published her research and critical work in Harvard Educational Review, Review of Research in Education, Race Ethnicity and Education, Journal of Children’s Literature, Journal of Teacher Education, Research in the Teaching of English, Qualitative Inquiry, Linguistics and Education, Social Education, Learning Media and Technology, English Journal, The ALAN Review, and Sankofa: A Journal of African Children’s and Young Adult Literature. Her work has also appeared in Diversity in Youth Literature: Opening Doors Through Reading (ALA Editions, 2012), her co-edited volume Reading African American Experiences in the Obama Era: Theory, Advocacy, Activism (Peter Lang, 2012), and A Narrative Compass: Stories That Guide Women’s Lives (University of Illinois Press, 2009).Dr. Thomas’ early career work received the 2014 Emerging Scholar Award from AERA's Language and Social Processes Special Interest Group, as well as Honorable Mentions in the 2012 NCTE Promising Researcher Award and 2018 Children’s Literature Association Article Award competitions. In 2014, she was selected as a National Academy of Education/Spencer Foundation Postdoctoral Fellow. In 2016, she was invited to be part of the advisory board of the Southern Poverty Law Center’s Teaching Tolerance Task Force on the Teaching of Racial History in the United States. Her expertise on race and representation in children’s and young adult literature has been sought after nationally and internationally. She has been interviewed by MSNBC, the BBC, the New York Times, the Philadelphia Inquirer, and the Chicago Tribune, to name a few. She was a former reviewer for Kirkus’ children’s book section, and in 2015, wrote a regular review column for the Los Angeles Times. Currently, she and her graduate students select Penn GSE’s Best Books for Young People annually, an award that is receiving attention from publishers.  Dr. Thomas is a former NCTE Cultivating New Voices Among Scholars of Color Fellow (2008-2010 Cohort), served on the NCTE Standing Committee on Research (2012-2015), and was elected by her colleagues to serve on the NCTE Conference on English Education's Executive Committee (2013-2017). She is a past chair of the NCTE Standing Committee on Research, as well as Literacy Research Association’s area on Children’s and Young Adult Literature and Text Analysis. Currently, she serves as co-editor of Research of the Teaching of English.

Towards a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature
is a recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research.  Editors are Dr. Jennifer S. Dail, Dr. Shelbie Witte, and Dr. Steve Bickmore. Publisher: Rowman and Littlefield.

Critical Media Literacy and Fake News in Post Truth  America 
is a recipient of the Divergent Book Award for Excellence in 21st Century Literacies Research.  Editors are Dr. Christian Goering and Dr. Paul Thomas. Publisher: Brill/Sense.

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2018 Honorees

​Dr. Sean Connors is an associate professor of English education at the University of Arkansas.  Dr. Connors earned his doctorate in 
2010 from The Ohio State University. His dissertation, which was funded in part by a grant from the Assembly on Literature for 
Adolescents, sought to understand how adolescent readers conceive of graphic novels as a form of reading material and how they 
construct meaning in their transactions with multimodal literary texts. At the University of Arkansas, Dr. Connors teaches courses on young adult literature and graphic novels. He also works with English education interns in the Master of Arts in Teaching program. 
Prior to attending graduate school, Dr. Connors taught high school English in New York State and Arizona, as well as on the western 
Navajo Reservation.

Dr. Bryan Ripley Crandall is the Director of the Connecticut Writing Project at Fairfield University where he holds a dual position in 
the Graduate School of Education and Allied Professions (GSEAP) and the English department in the College of Arts and Sciences. 
Crandall has 15+ years of urban education experience and has promoted youth to publish, perform, and educate others through the 
power of oral and written communication. He was a high school English teacher in Louisville, Kentucky, where he became a 
consultant for the National Writing Project, served on the state’s Writing Advisory Council, and was trained to be a Critical Friends 
Coach through the National School Reform Faculty.

The Handbook of Writing, Literacies, and Education in Digital Cultures is the first book recipient of the Divergent Book Award for 
Excellence in 21st Century Literacies Research.  Editors are Dr. Kathy Mills, Dr. Anna Smith, Dr. Amy Stornaiuolo, and Dr. Jessica 
Zacher Pandya. Publisher: Routledge
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2017 Honorees

​Dr. Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people's digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents' Lives (3rd ed.); Adolescents' Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating "original" work and remixes online using a Creative Commons license. Come join her at http://www.becoming3lectric.com

Dr. Antero Garcia is an Assistant Professor at Stanford University. Antero’s research focuses on developing critical literacies and civic identity through the use of mobile media and game play in formal learning environments. Prior to moving to Stanford, Antero was an assistant professor at Colorado State University and a teacher at a public high school in South Central Los Angeles. Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.  In 2008 Antero co-developed the Black Cloud Game. A Digital Media and Learning Competition award recipient, the Black Cloud provoked students to take real time assessment of air quality in their community. Using custom-developed sensors that measure and send data about air quality, students critically analyzed the role pollution played in their daily lives and presented recommendations to their community.  Antero is a 2010-2011 U.S. Department of Education Teaching Ambassador Fellow, providing teacher input and feedback on national education policy initiatives. Antero’s numerous publications and conference presentations address technology, educational equity, youth participatory action research, and critical media literacy. Updates about Antero’s work can be found on his blog, The American Crawl.

​Dr. Ernest Morrell is the Macy Professor of English Education and the Director of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. He is also a Past-President of the National Council of Teachers of English (NCTE) and a Fellow of the American Educational Research Association (AERA). For twenty years, Dr. Morrell has worked with adolescents using popular culture and participatory action research to promote academic and critical literacy development, civic engagement, and college access. Morrell is author of eight academic books and numerous peer-reviewed journal articles, book chapters, and encyclopedia entries. 
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2016 Honorees

​Dr. Sara Kajder is a faculty member in Language and Literacy Education at The University of Georgia, a writer, and consultant to k-12 school systems across the US.  Having spent the past two years teaching middle school English in Pittsburgh, PA, Dr. Kajder currently is a Professor in Residence at Burney Harris Lyons Middle School.  Her most recent research examines secondary English teacher practices and adolescent literacy identities as they are constructed in dialogue with uses of digital tools and social media. Amongst many peer-reviewed articles and books, she is the author of Adolescents and Digital Literacies, the 2012 Recipient of the NCTE Britton Award.  Dr. Kajder is the immediate past chair of the Middle Level Section of NCTE and, beginning in the Fall of 2015, will co-edit the NCTE journal, Voices from the Middle.

Dr. Hannah Gerber is an associate professor in the Department of Language, Literacy, and Special Populations at Sam Houston State University. Her scholarship focuses on the ecologies and pedagogies afforded through video-gaming practices among adolescents. She is the author of forthcoming books Gaming in the New Library: Learning Beyond the Stacks (Abrams & Gerber, VOYA Press) and Conducting Qualitative Research of Learning in Online Spaces (Gerber, Abrams, Curwood, & Magnifico, Sage) and the edited volume Building Literate Connections Through Video Games and Virtual Environments: Practical Ideas and Connections (Gerber & Abrams, Sense Publishers). She is the founding co-editor of the Sense book series Gaming Ecologies and Pedagogies.