Hobbs 2010 3.pngDr. Renee Hobbs is Professor and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island. Professor Hobbs is one of the nation's leading authorities on 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 founded the **Media Education Lab**, whose mission is to improve the quality of media literacy education through research and community service. With her colleagues at the Media Education Lab, Hobbs developed Powerful Voices for Kids, a university-school partnership that offers a comprehensive program for K-12 schools including a summer enrichment program for children, staff development program, hands-on mentoring and curriculum development, and parent and community outreach. In the early 1990s, she created the first national teacher education program in media literacy, the Harvard Institute on Media Education at the Harvard Graduate School of Education. Renee Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published five books, numerous award-winning multimedia curricula, and dozens of articles in scholarly journals in three fields: communication, education and health. Renee Hobbs received an Ed.D in Human Development from the Harvard Graduate School of Education, an M.A. in Communication from the University of Michigan, and a B.A. with a double major in English Literature and Film/Video Studies from the University of Michigan.



Coiro 2011A.jpg Dr. Julie Coiro is Associate Professor of Reading in the School of Education at the University of Rhode Island. She also works collaboratively with Renee Hobbs in URI's Media Education Lab. Julie was one of the original creators of the New Literacies Summer Teacher Leader Institute in 2009. She speaks nationally about her research in reading comprehension strategy instruction, the new literacies of the Internet, online reading comprehension, and effective practices for technology integration and professional development. Before coming to URI, Julie worked as Co-Director of The New Literacies Research Labat the University of Connecticut. Julie has a Bachelor’s degree in Special Education with a focus on students with learning disabilities; a Masters’ degree in Curriculum and Instruction from the University of New Orleans with a focus on reading; and a Ph.D. in Educational Psychology in the area of Cognition and Instruction from the University of Connecticut. She is a former middle school and elementary school teacher and has provided professional development to teachers around the country for the past 20 years.

For the past four years (2009-2013), Julie has worked as a Co-Principal Investigator with three colleagues on a five-year federally funded research project called The Online Research and Reading Comprehension Assessment (ORCA) Project to develop a series of assessments to measure online reading comprehension proficiency in ways that inform classroom instruction. Prior to that, from 2003-2006, she worked in school classrooms as part of the Teaching Internet Comprehension to Adolescents (TICA) Project, a federal research grant funded by the U. S. Department of Education. Julie has published articles and book chapters in venues such as Reading Research Quarterly, The Reading Teacher, Educational Leadership, Journal of Adolescent and Adult Literacy, Theoretical Processes and Models of Reading (5th edition) and The International Handbook of Literacy and Technology (2nd edition). She is also co-editor of the Handbook of Research on New Literacies (Erlbaum, 2008) and co-author of the 4th edition of the book Teaching with the Internet K-12: New Literacies for New Times (2004). You can access some of Julie’s work at http://uri.academia.edu/JulieCoiro/Papers




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Rhys Daunic is founder and Director of Brooklyn-based The Media Spot. Rhys has facilitated student media productions, and developed media literacy curricula with educators throughout the country and abroad, primarily within New York City public schools. Throughout his career, Rhys has also produced process-focused behind-the-scenes films and other open resources for the field of K-12 media literacy on themediaspot.org, and has been published in the Journal of Media Literacy Education, and in the forthcoming book, Media Literacy Education in Action: Theoretical and Pedagogical Perspectives (Summer 2013). In 2012, he began teaching a graduate level course on K12 Media Literacy at Columbia University Teachers College.

Rhys is currently serving on the Executive Board of the National Association for Media Literacy Education (NAMLE), and served on the editorial board of the Journal of Media Literacy Education from 2009-2012. He has also consulted in NYC schools through Digital School Solutions, and Teaching Matters Inc., and is the media literacy director for The Generation Connection, an intergenerational summer camp he helped create with his parents in Nashville, TN.

He earned a Masters degree in Media Studies from The New School University, and is a graduate of Washington University in St. Louis where he studied history and film, and (little known fact) played on the varsity basketball team.



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Dr. Hiller A. Spires is a Professor of Literacy and Technology at North Carolina State University. She received her Ph.D. in literacy education with a cognate in English from the University of South Carolina. She served as the founding director of The William and Ida Friday Institute for Educational Innovation from 2002-2006 and currently serves as FI Senior Research Fellow.In 2012, she was awarded NC State University's Alumni Distinguished Graduate Professorship. Her research focuses on the effects of digital literacies on learning and project-based inquiry, including emerging literacies associated with gaming environments and Web 2.0 applications. She is a co-PI on the NSF-funded projects, Crystal Island and Narrative Theatre.

Hiller's publications have appeared in Journal of Educational Psychology, Cognition & Instruction, Journal of Educational Computing Research, Journal of Adolescent & Adult Literacy, Literacy Research & Instruction, Computers & Education, and Journal of Research in Technology Education. She coordinates the K-12 literacy certification for the New Literacies & Global Learning master's program and the C & I Ph.D. Literacy & English/Language Arts program. She co-directs the Friday Institute’s New Literacies Collaborative (newlit.org),where she and her colleagues conduct professional development sessions for teachers in new literacies, including teachers at the Beijing Royal School. She was one of the original creators of the NLI in 2009. Hiller's hobby is non-representational painting; she's conducted two art shows at Third Place Coffee Shop in Raleigh: "Emergence" and "Awake."



Michelle.jpg Michele Schira-Hagerman is a doctoral candidate in Educational Psychology and Educational Technology at Michigan State University where she teaches and co-designs curriculum in the Master’s of Educational Technology program. She is also a research affiliate of Albion College. As a new scholar, she is working to design methods of instruction that support the development of New Literacies skills in K-12 students. Her dissertation, to be completed this summer, examines the impact of an instructional intervention on 9th graders’ ability to synthesize meaning from multiple Internet texts. She has also studied the contributions of foundational executive functions to adolescents’ online reading comprehension skills, and the development of in-service teachers’ technological pedagogical and content knowledge (TPACK). Her teaching, scholarly service, online course designs and research have been recognized with awards from the MSU College of Education, the Michigan Reading Association, AT&T, the Journal of Literacy Research and the Social Sciences and Humanities Research Council of Canada.

Michelle has co-designed and presented innovative professional development experiences for teachers that emphasize the thoughtful integration of digital technologies to support learning and literacies. She is also proud of the teaching she has done with colleagues in the MAET Overseas program in France and Ireland. Ms. Hagerman has presented at regional and national conferences; her work has been published in The Journal of Education and TechTrends. Before doctoral study, Ms. Hagerman taught French as a second language to middle and high school students for eight years in Canada. She holds Bachelor of Arts and Bachelor of Education degrees from Queen’s University and a Master’s of Arts in Modern Language Education from the University of British Columbia. http://mschirahagerman.com



Digital Egagement 10 copy 2.jpgJonathan Friesem is a PhD student in the joint doctoral program in education at the University of Rhode Island and Rhode Island College. For the last fifteen years, Jonathan worked with numbers of media youth organizations, Universities and Colleges in Israel. As a graduate from the Camera Obscura Art School in Tel-Aviv, he became a reporter for the local news and a producer in the national network. His global feature production 'Yeladim Tovim" helped him to structure a powerful and effective program for youth media production in the educational system in Israel. Building two communication and cinema departments in high schools as well as teaching various populations of youth across the country, Jonathan became an advocate for the youth media movement in Israel. After receiving a M.A. in policy and management in education he continued to advocate for research on the impact of media production experiences of adolescent social and emotional development all around the world. Starting January 2012 Jonathan became the manager of the Media Education Lab at the Harrington School of Communication and Media. Currently he is developing a media literacy curriculum for foster youth and special education population. His research asses the process of cognitive and emotional growth in a video production class using, face to face, computer mediated communication, and video production. By using different dimension of empathy, Jonathan aim to better understand the outcomes of a digital media literacy program taught in schools.



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Mary Moen is a Library Media Specialist at Chariho Regional High School in Rhode Island. She is a also the Unified Arts Department Chairperson and is involved in curriculum development, assessment validation, and education technology integration. As her school moves to a 1:1 device program, Mary is excited to facilitate the successful implementation of the program. She recently presented some of her work teaching with digital resources at the Digital Engagement Workshop sponsored by the Media Education Lab at the University of Rhode Island, the Learning First Alliance/RI Conference, and the Rhode Island Library Association Annual Conference.

Mary has B.A. in Art History from Brown University, an M.L.I.S. from the University of Rhode Island and is currently a doctoral student in the URI/RIC PhD in Education program. In her spare time she is a research assistant on a team at the URI Harrington School of Communication and Media that is examining the relationship between media literacy skills and adolescents’ civic engagement for a national journalism project. Her research interests include digital literacy theories, technology integration in teaching and learning, and online personalized professional learning practices.