Lindy Johnson

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My research draws on sociocultural theories of mediated action (Vygotsky, 1978; Wertsch, 1991) and social semiotic theories of multimodality (Jewitt & Kress, 2003) to investigate the increasingly multimodal nature of digital technologies, and the emerging social practices and activities that arise from these technologies. I am particularly interested in examining the kinds of instructional supports both teachers and adolescents need in order to comprehend and create complex multimodal texts. Prior to pursuing my Ph.D. in Language and Literacy from The University of Georgia, I taught high school English in Boston Public Schools.