Positions

Research Areas research areas

Overview

  • Alecia Marie Magnifico is a learning scientist whose research focuses on writing, digital literacies, and learning in formal and informal environments. Currently, she is an assistant professor of English teaching at the University of New Hampshire, where she teaches courses on English teaching, digital literacies, and research methods. Previously, she has worked as a postdoctoral fellow at the University of Illinois at Urbana-Champaign (with the Scholar online collaborative writing project), as a lecturer and graduate research assistant at the University of Wisconsin-Madison (with the Games, Learning, and Society team and the Department of Educational Psychology), and as a middle and high school classroom teacher. Magnifico's research interests focus on understanding how to support and encourage adolescents' writing for different audiences. While most schoolwork is turned in to teachers and receives little feedback, writing for active, communicative audiences can help young writers to reflect on their own ideas, to present those ideas effectively, and to revise and refine their work. Much of Magnifico's writing in this area describes and theorizes adolescents' literacies in different contexts (e.g. school, extracurricular, and online settings), although she also works with teachers to design curricula and assessments that engage multiple literacy skills including reading, writing, multimedia, and critique. She also enjoys the challenge of developing research methods to represent what happens in these complex, social learning spaces. Magnifico's recent work can be found in the Journal of Adolescent and Adult Literacy, E-Learning and Digital Media, and the International Journal of Educational Psychology.
  • Publications

    Academic Article

    Year Title
    2018 Affinity spaces, literacies and classrooms: tensions and opportunitiesLiteracy.  52:145-152. 2018
    2016 Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing DevelopmentTechnology, Knowledge and Learning.  21:99-123. 2016
    2015 Words on the screen: broadening analyses of interactions among fanfiction writers and reviewersLiteracy.  49:158-166. 2015
    2014 DIY Media CreationJournal of Adolescent and Adult Literacy.  58:19-24. 2014
    2013 New Pedagogies of Motivation: Reconstructing and Repositioning Motivational Constructs in the Design of Learning TechnologiesE-Learning.  10:483-511. 2013
    2013 Supporting Teacher Metacognition about Formative Assessment in Online Writing EnvironmentsE-Learning.  10:442-469. 2013
    2013 Writing in the Wild WRITERS' MOT I VAT ION IN FAN-BASED AFFINITY SPACESJournal of Adolescent and Adult Literacy.  56:677-685. 2013
    2013 “Well, I have to write that:” A cross-case qualitative analysis of young writers’ motivations to writeInternational Journal of Educational Psychology.  2:19-55. 2013
    2012 Toward an affinity space methodology: Considerations for literacy researchEnglish Teaching.  11:44-58. 2012
    2010 The 10% solution: Moving secondary schools from “writing across the curriculum” to “literacies across the disciplines.”Wisconsin English Journal.  52:48-56. 2010
    2010 Writing for Whom? Cognition, Motivation, and a Writer's AudienceEducational Psychologist.  45:167-184. 2010

    Book

    Year Title
    2016 Conducting Qualitative Research of Learning in Online Spaces 2016

    Chapter

    Year Title
    2017 Literate identities in fan-based online affinity spaces.  173-184. 2017
    2017 Recursive feedback: Evaluative dimensions of e-learning.  118-142. 2017
    2017 FROM RESEARCH TO PRACTICE: WRITING, TECHNOLOGY, AND ENGLISH TEACHER EDUCATIONAdvances in Research on Teaching. 121-141. 2017
    2017 Theorizing context: A design-based analysis of an online affinity space 2017
    2013 Exploring tools, places, and ways of being: Audience matters for developing writers..  186-201. 2013
    2013 Situating technology-facilitated feedback and revision: The case of Tom.  152-170. 2013
    2013 Bidirectional artifact analysis: A method for analyzing digitally-mediated creative processes 2013
    2012 The game of Neopian writing.  212-234. 2012

    Conference Proceeding

    Year Title
    2017 Designing for DIY: Talking through tensions, lessons, and questions to guide innovative learning environmentsGLS Conference Proceedings 2017. 437-440. 2017
    2014 Bidirectional analysis of creative processes: A tool for researchersProceedings of International Conference of the Learning Sciences, ICLS. 839-846. 2014
    2013 Collaborative learning across space and time: Ethnographic research in online affinity spaces.To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, Volume 2. 81-84. 2013
    2012 Audience effects: A bidirectional artifact analysis of adolescents’ creative writing.The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012). 411-415. 2012
    2012 Bidirectional artifact analysis: A method for analyzing creative processesThe Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012). 276-280. 2012
    2010 “Getting others’ perspectives”: A case study of creative writing environments and mentorshipLearning in the Disciplines: ICLS 2010 Conference Proceedings: Volume 1, Full Papers. 1159-1165. 2010
    Designing Dialogues on writing and college readiness across educational institutions

    Teaching Activities

  • Sem in English Teaching: Lab Taught course 2019
  • Seminar in English Teaching Taught course 2019
  • First-Year Writing Taught course 2018
  • Sem in ENGL Teaching Lab Taught course 2018
  • Seminar in English Teaching Taught course 2018
  • Seminar in English Teaching Taught course 2018
  • Spec Top/ Taught course 2018
  • Seminar in English Teaching Taught course 2017
  • Spc Top/In Comp & Lit Taught course 2017
  • Seminar in English Teaching Taught course 2017
  • Spec Top/English Teaching Taught course 2017
  • Seminar in English Teaching Taught course 2016
  • Research Method in Composition Taught course 2016
  • Seminar in English Teaching Taught course 2016
  • Seminar in English Teaching Taught course 2015
  • Seminar in English Teaching Taught course 2015
  • Spec Top/Teaching English 21st Taught course 2015
  • Seminar in English Teaching Taught course 2014
  • Teaching Writing Taught course 2014
  • Seminar in English Teaching Taught course 2014
  • Special Topic/English Teaching Taught course 2014
  • Education And Training

  • B.A. Economics, Swarthmore College
  • B.A. Education, Swarthmore College
  • M.S., University of Wisconsin - Madison
  • Ph.D. Educational Psychology, University of Wisconsin - Madison
  • Full Name

  • Alecia Magnifico