Jennifer Higgs
Biographic Data
| ID | 5741794 |
|---|---|
| NAME | Jennifer Higgs |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Higgs |
| SIGNATURE | HIGGS J |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0002-7780-9292 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Multimodal Analysis in Literacy Research
Multimodality is interested in the varied ways, meaning is made and communicated in everyday life. Over the past 30 years, multimodal approaches have proliferated within literacy research, especially sociocultural studies. While multimodality and sociocultural literacy have different origins, traditions, and histories, they share an understanding that meaning making is an ideological endeavor situated in and shaped by social, historical, cultural…
Being Human in the Age of Generative AI
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
The Platformization of Writing Instruction
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Digital Discourse in Classrooms
Preview this article: Digital Discourse in Classrooms: Language Arts Teachers' Reported Perceptions and Implementation, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30900-1.gif
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Learning as Movement in Social Design-Based Experiments
This article addresses an approach to design-based research informed by cultural historical activity theory and ecological approaches to inquiry in which historicity, prolepsis, remediation, diversity and equity, transformability, resilience, and sustainability are organizing design principles. Social design-based experiments seek to co-design learning ecologies in which learning is made equitable and consequential for youth from nondominant comm…
The Multiple Meanings of Scale
Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term “scale” is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the lessons we can draw across studies of the scale of innovations. In this article, we argue that scale is a polyse…
Replacing Representation With Imagination
T his chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially.It is about learning to see differently.It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead …
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
The Multiple Meanings of Scale
Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term “scale” is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the lessons we can draw across studies of the scale of innovations. In this article, we argue that scale is a polyse…
Being Human in the Age of Generative AI
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
Replacing Representation With Imagination
T his chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially.It is about learning to see differently.It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead …
Learning as Movement in Social Design-Based Experiments
This article addresses an approach to design-based research informed by cultural historical activity theory and ecological approaches to inquiry in which historicity, prolepsis, remediation, diversity and equity, transformability, resilience, and sustainability are organizing design principles. Social design-based experiments seek to co-design learning ecologies in which learning is made equitable and consequential for youth from nondominant comm…
The Multiple Meanings of Scale
Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term “scale” is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the lessons we can draw across studies of the scale of innovations. In this article, we argue that scale is a polyse…
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Digital Discourse in Classrooms
Preview this article: Digital Discourse in Classrooms: Language Arts Teachers' Reported Perceptions and Implementation, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30900-1.gif
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
The Platformization of Writing Instruction
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
Being Human in the Age of Generative AI
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
Multimodal Analysis in Literacy Research
Multimodality is interested in the varied ways, meaning is made and communicated in everyday life. Over the past 30 years, multimodal approaches have proliferated within literacy research, especially sociocultural studies. While multimodality and sociocultural literacy have different origins, traditions, and histories, they share an understanding that meaning making is an ideological endeavor situated in and shaped by social, historical, cultural…
Psychology (9 works) · Sociology (8 works) · Pedagogy (7 works) · Political science (6 works) · Literacy, Media, and Education (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Innovative Education and Learning Practices (3 works) · Art (2 works) · Data science (2 works)