Olivia G Stewart
Datos Biográficos
| ID | 139968 |
|---|---|
| NOMBRE | Olivia G Stewart |
| NOMBRES | Olivia G |
| APELLIDO | Stewart |
| FIRMA | STEWART O G |
| AFILIACIONES | St. John's University |
| ORCID | 0000-0003-2093-2182 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Humanizing online higher education
Education Doctoral Students’ Perceptions on Mixed Methods Research
This mixed methods study examined doctoral students’ ( N = 22) perceptions of mixed methods research, as well as their training needs. We used descriptive statistics to analyze closed-ended survey data and axial coding to analyze open-ended survey responses, course discussion boards, and qualitative interview data. The findings have implications for education doctoral programs as they consider requirements for research methods sequences. Findings…
Understanding Multimodal Assessment Practices in Higher Education to Improve Equity
Multimodal assignments can improve student engagement, offer different paths for meaning-making or accessing information, and shift top-down power structures often inherent in traditional classrooms. However, despite the growing interest in including multimodal assignments in courses, many instructors still struggle with how to assess them and may continue to value print-based modes. This qualitative study, framed through social semiotics, aimed …
A critical AI media literacy framework
Researchers have increasingly called for a framework that critically engages Artificial Intelligence in Education (AIED). From the dual lenses of an education technology leadership and a critical media studies scholar, we analyze the challenges faced in education with the exponential uses of AI through a critical digital media literacy lens to create a Critical Media AI Framework. We provide an analysis of the current landscape of challenges in u…
A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity
Purpose This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom. Design…
Analyzing High School Students’ Mulitmodal Compositions with Digital Media Platforms Using Metafunctions
This study explores how diverse high school English students designed open-ended, multimodal projects across digital platforms (Weebly, blogs, and Instagram). Framed by metafunctions, emergent and axial coding of each student’s website homepage shows a broad range of how they designed in digital spaces and to what rhetorical effects. Additional coding of two focal students’ designs across each of the digital platforms highlights how students crea…
The instructional implications of a critical media literacy framework and podcasts in a high school classroom
This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10‐week, critical media‐framed study examines how eight 16–18‐year‐old students, taught synchronously on Zoom, engaged in weekly podcast‐based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per un…
Negotiating “what counts” in multimodal writing in the classroom
As students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing port…
Complementary lenses
Writing Ourselves In
Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different e…
Writing Ourselves In
Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different e…
Negotiating “what counts” in multimodal writing in the classroom
As students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing port…
Complementary lenses
Writing Ourselves In
Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different e…
Negotiating “what counts” in multimodal writing in the classroom
As students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing port…
Analyzing High School Students’ Mulitmodal Compositions with Digital Media Platforms Using Metafunctions
This study explores how diverse high school English students designed open-ended, multimodal projects across digital platforms (Weebly, blogs, and Instagram). Framed by metafunctions, emergent and axial coding of each student’s website homepage shows a broad range of how they designed in digital spaces and to what rhetorical effects. Additional coding of two focal students’ designs across each of the digital platforms highlights how students crea…
The instructional implications of a critical media literacy framework and podcasts in a high school classroom
This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10‐week, critical media‐framed study examines how eight 16–18‐year‐old students, taught synchronously on Zoom, engaged in weekly podcast‐based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per un…
Understanding Multimodal Assessment Practices in Higher Education to Improve Equity
Multimodal assignments can improve student engagement, offer different paths for meaning-making or accessing information, and shift top-down power structures often inherent in traditional classrooms. However, despite the growing interest in including multimodal assignments in courses, many instructors still struggle with how to assess them and may continue to value print-based modes. This qualitative study, framed through social semiotics, aimed …
A critical AI media literacy framework
Researchers have increasingly called for a framework that critically engages Artificial Intelligence in Education (AIED). From the dual lenses of an education technology leadership and a critical media studies scholar, we analyze the challenges faced in education with the exponential uses of AI through a critical digital media literacy lens to create a Critical Media AI Framework. We provide an analysis of the current landscape of challenges in u…
A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity
Purpose This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom. Design…
Humanizing online higher education
Education Doctoral Students’ Perceptions on Mixed Methods Research
This mixed methods study examined doctoral students’ ( N = 22) perceptions of mixed methods research, as well as their training needs. We used descriptive statistics to analyze closed-ended survey data and axial coding to analyze open-ended survey responses, course discussion boards, and qualitative interview data. The findings have implications for education doctoral programs as they consider requirements for research methods sequences. Findings…
Psychology (6 obras) · Sociology (6 obras) · Computer Science (5 obras) · Literacy, Media, and Education (5 obras) · Digital Storytelling and Education (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Linguistics (3 obras) · Literacy (3 obras) · Media literacy (3 obras)