Brady L Nash
Biographic Data
| ID | 4634963 |
|---|---|
| NAME | Brady L Nash |
| GIVEN NAMES | Brady L |
| FAMILY NAME | Nash |
| SIGNATURE | NASH B L |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0001-8693-5912 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring Attention in a Fragmented World
As digital devices have become ubiquitous and demands upon young people’s attention have become constant, researchers and educators have become increasingly concerned about the ability of students to maintain focus during activities like reading novels, watching films, or taking in lectures. Addressing this concern, this article takes up mindfulness practices as a means of cultivating a more intentional relationship with attention. The author det…
Chosen Accountability and Shared Leadership
Neoliberal reforms in higher education have created ‘siloed’ environments for teaching and scholarly activity and discouraged collaboration. Cross-institutional self-study communities of practice (SSCoPs), which refer to groups of at least four members committed to working together to study their teacher education practices, are one antidote to this lack of mentorship that supports teacher educators in their research, service, and teaching. Despi…
Writing the Rules for Generative Machines
Generative AI tools such as large language models are, as their name suggests, fundamentally language tools, not only in their design but also in the way they operate for users. As such, they have particularly powerful implications for literacy education. This qualitative study investigates how undergraduate literacy preservice teachers developed classroom policies about AI to be employed in their own secondary English classrooms. Recognizing the…
What is an Online Community? Conceptual and Methodological Considerations
The proliferation and importance of online communities have created an expansive research terrain for literacy research. Within a networked communication landscape located within and across platforms, designing studies of online communities presents methodological challenges, foremost of which is how to define and operationalize online communities. In this conceptual article, we explore interdisciplinary definitions of online communities and outl…
Building the Foundations of Critical Literacy
New literacies are not defined by their medium, but by broader shifts in how literacy is practiced. Offline, role‐playing games, tabletop games, and interactive narratives are becoming more and more popular, affording students the ability to engage with and change storylines. Online, readers today are able to pick and choose what kinds of texts they encounter online, and texts themselves are now more interactive, shifting based on available infor…
Collaborative structures for longitudinal learning across levels in teacher education
The Reader‐Player Interactivity Framework
Stories unfold across a varied landscape of mediums, including video games, tabletop games, interactive films, and traditional literary texts. As that landscape continues to diversify, educators and scholars face growing challenges conceptualizing reading in a way that captures the multifaceted, consequential ways that readers interact with and shape those stories. Building on New Literacy Studies, scholarship from games studies, and reader respo…
Redesigning Multiliteracies
In this essay, Brady L. Nash and Allison Skerrett reexamine the New London Group9s theory of multiliteracies thirty years after its initial conception, considering how changes in technology, culture, and politics have impacted the ability of young people to act as designers of social futures. Multiliteracies theory led to an explosion of scholarship examining how students use multiple literacies to design and communicate meanings within an interc…
Cutting Through “The Fog of Scrolling
As meaning‐making increasingly happens in digital spaces, it is essential for researchers to examine how students learn to critically read and navigate within and across constantly changing online platforms. This qualitative study examines university students' experiences reading and navigating online. To do so, the author examines self‐created reflections based on video recordings of participants' time spent reading in online spaces. Participant…
Postdigital Videogames Literacies
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Emotion, stimulation, habit, and criticality
The emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in …
Critical Inquiry in (and About) Media Environments
Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To accoun…
An examination of teachers’ views on video games and learning
“Always Trying to Dig Deeper”
Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challe…
Technology, Oppression, and Resistance in Speculative Young Adult Fiction
Love and Learning in the Age of Algorithms
Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embed…
Attending to the Sounds of Stories
Audiobooks have been growing in popularity over the last decade. Although researchers have increasingly recognised the value of audiobooks as rich multimodal texts that support literacy engagement in classrooms, there have been few detailed pictures of classroom practice related to audiobooks. In this practitioner narrative, a secondary English teacher details the myriad ways in which he drew upon the affordances provided by audiobooks to engage …
Accessibility in video gaming
Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game desi…
Video Games in the Secondary English Language Arts Classroom
English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon the texts and literacy practices included in language arts curricula. However, professional resources…
Love and Learning in the Age of Algorithms
Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embed…
Cutting Through “The Fog of Scrolling
As meaning‐making increasingly happens in digital spaces, it is essential for researchers to examine how students learn to critically read and navigate within and across constantly changing online platforms. This qualitative study examines university students' experiences reading and navigating online. To do so, the author examines self‐created reflections based on video recordings of participants' time spent reading in online spaces. Participant…
Video Games in the Secondary English Language Arts Classroom
English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon the texts and literacy practices included in language arts curricula. However, professional resources…
Attending to the Sounds of Stories
Audiobooks have been growing in popularity over the last decade. Although researchers have increasingly recognised the value of audiobooks as rich multimodal texts that support literacy engagement in classrooms, there have been few detailed pictures of classroom practice related to audiobooks. In this practitioner narrative, a secondary English teacher details the myriad ways in which he drew upon the affordances provided by audiobooks to engage …
Accessibility in video gaming
Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game desi…
Postdigital Videogames Literacies
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Emotion, stimulation, habit, and criticality
The emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in …
Critical Inquiry in (and About) Media Environments
Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To accoun…
An examination of teachers’ views on video games and learning
“Always Trying to Dig Deeper”
Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challe…
Technology, Oppression, and Resistance in Speculative Young Adult Fiction
Love and Learning in the Age of Algorithms
Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embed…
Redesigning Multiliteracies
In this essay, Brady L. Nash and Allison Skerrett reexamine the New London Group9s theory of multiliteracies thirty years after its initial conception, considering how changes in technology, culture, and politics have impacted the ability of young people to act as designers of social futures. Multiliteracies theory led to an explosion of scholarship examining how students use multiple literacies to design and communicate meanings within an interc…
Cutting Through “The Fog of Scrolling
As meaning‐making increasingly happens in digital spaces, it is essential for researchers to examine how students learn to critically read and navigate within and across constantly changing online platforms. This qualitative study examines university students' experiences reading and navigating online. To do so, the author examines self‐created reflections based on video recordings of participants' time spent reading in online spaces. Participant…
Exploring Attention in a Fragmented World
As digital devices have become ubiquitous and demands upon young people’s attention have become constant, researchers and educators have become increasingly concerned about the ability of students to maintain focus during activities like reading novels, watching films, or taking in lectures. Addressing this concern, this article takes up mindfulness practices as a means of cultivating a more intentional relationship with attention. The author det…
Chosen Accountability and Shared Leadership
Neoliberal reforms in higher education have created ‘siloed’ environments for teaching and scholarly activity and discouraged collaboration. Cross-institutional self-study communities of practice (SSCoPs), which refer to groups of at least four members committed to working together to study their teacher education practices, are one antidote to this lack of mentorship that supports teacher educators in their research, service, and teaching. Despi…
Writing the Rules for Generative Machines
Generative AI tools such as large language models are, as their name suggests, fundamentally language tools, not only in their design but also in the way they operate for users. As such, they have particularly powerful implications for literacy education. This qualitative study investigates how undergraduate literacy preservice teachers developed classroom policies about AI to be employed in their own secondary English classrooms. Recognizing the…
What is an Online Community? Conceptual and Methodological Considerations
The proliferation and importance of online communities have created an expansive research terrain for literacy research. Within a networked communication landscape located within and across platforms, designing studies of online communities presents methodological challenges, foremost of which is how to define and operationalize online communities. In this conceptual article, we explore interdisciplinary definitions of online communities and outl…
Building the Foundations of Critical Literacy
New literacies are not defined by their medium, but by broader shifts in how literacy is practiced. Offline, role‐playing games, tabletop games, and interactive narratives are becoming more and more popular, affording students the ability to engage with and change storylines. Online, readers today are able to pick and choose what kinds of texts they encounter online, and texts themselves are now more interactive, shifting based on available infor…
Collaborative structures for longitudinal learning across levels in teacher education
The Reader‐Player Interactivity Framework
Stories unfold across a varied landscape of mediums, including video games, tabletop games, interactive films, and traditional literary texts. As that landscape continues to diversify, educators and scholars face growing challenges conceptualizing reading in a way that captures the multifaceted, consequential ways that readers interact with and shape those stories. Building on New Literacy Studies, scholarship from games studies, and reader respo…
Literacy (12 works) · Literacy, Media, and Education (12 works) · Psychology (10 works) · Pedagogy (9 works) · Computer Science (8 works) · Mathematics education (7 works) · Digital Games and Media (6 works) · Sociology (6 works) · Curriculum (5 works) · Art (4 works)