PhD, University of Cincinnati, 2011, Education, Criminal Justice, and Human Services: Educational Studies

Educational paradigm shifts call for 21st century learners to possess the knowledge, skills, abilities, values, and experiences associated with multiple forms of literacy in a participatory learning culture. Contemporary educational systems are slow to adapt. Outside of school, people have to be self-motivated and have access to resources in order to gain media production experiences. Community-based media centers join arts and culture with technology and computing while addressing issues of social justice, access equity, and public policy. These agencies function as community technology centers and can be complex organizations, existing in many forms, each with unique characteristics as well as fundamental commonalities. The goal of this study was to learn if and how community technology centers foster learning in multiple forms of literacy. Three forms of literacy were identified: technological, media, and critical. To move beyond the phenomenological approach to understanding teaching and learning practices, the objective was to develop an evaluation protocol that would capture the rich ecological context of the organization with qualitative indicators of the unique aspects of each center, as well as objective, measurable factors aspects common to all. This study was conducted in two phases. Phase One was the creation of the protocol including indicators of multiple literacies, a site selection matrix, and a data collection guide. Phase Two was piloting of the evaluation protocol to develop a foundational case to be used for future comparisons. In Phase One, indicators of multiple literacy learning were devised relevant for 21st century learners. These indicators were aligned specifically with organizational, programmatic, and production activities within a community media arts center. The site selection instrument was developed as a means to pre-screen sites for the likelihood of multiple literacy learning experiences. The data collection guide was aligned with (open full item for complete abstract)

Committee: Lanthan Camblin PhD (Committee Chair); Catherine V. Maltbie EdD (Committee Member); Roger Collins PhD (Committee Member); Karen Davis PhD (Committee Member); Wayne Edward Hall PhD (Committee Member) Subjects: Educational Evaluation

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

It is not uncommon for teachers to feel neglected when leaving a traditional one-and- done professional development workshop. Too often teachers are left to fend for themselves as they begin to implement new strategies into their teaching. Teachers need and deserve continued support as they attempt to carry out the lessons learned in these workshops. This requires more time from the teachers, a resource that is in short supply. To address this issue, this research study sought to design a technology-themed professional development design guide that focused on sustained support, efficiency, and teacher needs when delivered through social media. The design capitalized on a teacher's cognitive surplus (Shirky, 2010), which is the free time typically used to scroll, swipe, and click through social media feeds. Through a process of diffusion, new teaching strategies that focused on the innovative use of technology were introduced to K-12 teachers in a rural district in Southeast Ohio. The diffusion and subsequent adoption of this innovation were achieved through a design that focused on the relative advantage of the new teaching strategy, its compatibility, and its complexity as perceived by the participating teachers. Communication channels and social systems were intentionally utilized in social media in a way that would increase the likelihood of adoption (Rogers, 1998). These strategies perpetuated the ideals of participatory culture, where users make a social connection, mentor each other through shared experiences online, and are valued for their contributions to the social media feed. Two separate iterations of this design-based research study featured a traditional workshop experience followed by the delivery of continued support through a Facebook group focused on learning how to integrate innovative technology teaching practices. Data collected via design critiques, observations, the Facebook stream, and my design journals informed the design of a Worksho (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Sara Helfrich (Committee Member); Krisanna Lou Machtmes (Committee Member); Jesse Strycker (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2010, Art Education

This study is a participatory action research project using photovoice in a multicultural curriculum in higher education utilizing visual culture and examining meaning making in our everyday lives. The instructor incorporated an inquiry-based approach in order to address cultural practices that still maintain white privilege in constructing social identities and objectifying minority groups. In combination with building media literacy in interrogating visual texts, photovoice was used to incorporate students in investigations about their personal identities and working in collaboration with community members to address different ways of positioning oneself in understanding the “American experience.” Photovoice is an investigatory model that incorporates student voices into (re)presenting their views and beliefs about a topic of concern. The course created avenues for intergroup dialogue with sustained discussions on controversial topics pertaining to the vision of what a socially just society looks like, and the obstacles that still exist in moving toward a society with equitable practices.

Committee: Vesta Daniel (Committee Co-Chair); Karen Hutzel (Committee Co-Chair); Patricia Stuhr (Committee Member) Subjects: Art Education; Education; Teaching