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Biography eva lam specializes in the area of language, literacy, and diversity in education. She works at the intersection of literacy studies and applied linguistics in studying language use and learning, new literacies, language varieties, socialization practices, and political participation in new media environments. American university housing her ethnographic work has explored the digital media practices of youth of migrant backgrounds to understand these practices within larger contexts of transnational movements, social networks and identities, and flows of media content and artifacts. With colleagues in education and journalism, she has engaged in design and research of multimedia storytelling and documentary making, particularly exploring how young people draw from diverse knowledge and representational resources in telling stories on migration.

The broader goal of her research program is to contribute to societal education that mobilizes linguistic and cultural diversity as critical resources for promoting students’ academic and social development in an increasingly intercultural world. She is a recipient of the national academy of education/spencer foundation post-doctoral fellowship (2006-2008). She has served on the editorial boards of reading research quarterly, research in the teaching of english, english teaching: practice & critique, L2 journal, TESOL quarterly, language learning and technology, asia pacific journal of education, journal of applied language studies, and chinese journal of communication. She was area editor of the encyclopedia of applied linguistics volume on literacy, and has served as associate editor of AERA open and cognition and instruction. In 2011 she was given the mid-career award by american educational research association’s special interest group for second language research. Best universities usa she has served as mentor of NCTE’s cultivating new voices among scholars of color fellowship program since 2014.

Adopting a comparative case study approach and using both ethnographic and survey methods, this study investigates the role of new media technologies in the lives of immigrant youth as they develop social relationships and engage with information sources that transcend geographical and national borders. College of american pathologists of particular interest in this project is understanding the ways that the youth may derive diverse linguistic, social, and information resources through their online networks. An increased understanding of the new media practices of immigrant students across local and transnational environments would provide the basis for rethinking the “funds of knowledge” (gonzalez, moll & amanti, 2005) that youth bring to our schools. Such an understanding is especially relevant in the context of a networked society where knowledge making is increasingly mediated digitally through various kinds of social, cultural, and information networks. Hence, we will use the findings from the study to engage in deliberation and recommendation for the role of new media and technology in enhancing the literacy development and education of immigrant youth. Top 30 universities in usa this study received funding from the national science foundation program in science, technology and society. PI: eva lam. Co-pis: zitlali morales, ellen wartella.

Studies of cultural diversity in literacy education have shown that the experiences of minority and immigrant students are marked by a disjuncture between the cultural and linguistic resources in their community and those resources that are valued for learning in schools. In this study, we explore how a multimedia journalism curriculum implemented in a high school with students from immigrant backgrounds is designed to leverage and facilitate the movement of representational resources across home, school and civic spaces. Specifically, we examine how producing a short-form video documentary on immigration allows the students to bring the voices from their community in dialogue with voices from social institutions and public discourses on immigration, thereby producing new representations of the relationship between these spaces. This study provides implications for how multimodal literacy and media production can offer opportunities for learning that reconstruct power relations across institutional boundaries. This study is co-led by eva lam, matt easterday, and jack doppelt (medill school of journalism) and has received funding from the mccormick foundation.