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Jayne Lammers

Jayne Lammers

Associate Professor, Associate Director Center for Learning in the Digital Age
Teaching & Curriculum
LeChase Hall 464
(585) 276-6020

Website: academia.edu
PhD, Arizona State University (curriculum and instruction - language and literacy)
MEd, University of Central Florida (reading education)
BS, University of Central Florida (liberal studies - English, education, business administration)

Jayne Lammers directs the secondary English teacher preparation program and is an associate director in the Center for Learning in the Digital Age (LiDA), leading initiatives related to informal settings and building the capacity of graduate student researchers. Prior to joining the Warner School in 2011, she taught graduate and undergraduate literacy education courses and English/language arts/reading at the secondary (grades 6-12) and postsecondary (college composition) levels.
Lammers’s research explores adolescents’ interest-driven digital literacy practices, largely through qualitative case studies and virtual ethnographic methods. Her work recently took a global turn when, through a Fulbright U.S. Scholar grant (2019-20), she began collaborating with alumna Puji Astuti ‘16W (PhD) to study the digital literacies of secondary students in Semarang, Indonesia. Her previous research projects include a two-year affinity space ethnography to study young women’s digital media creations with The Sims video games, a longitudinal case study of an adolescent’s writing across time and contexts, and several collaborative projects that explore connections between fanfiction practices and school-based literacy instruction. Always looking to inform classroom practice, Lammers’s research aims to help shape literacy classrooms into spaces where students are reading, writing, and designing in ways that empower, humanize, and connect.

Lammers is an active member of the American Educational Research Association (AERA) – currently serving as treasurer for the Writing and Literacies SIG – and the Literacy Research Association, for which she chaired the Technology Committee (2015-18). Her other professional affiliations include the Association of Internet Researchers, National Council of Teachers of English (NCTEAR & ELATE), International Literacy Association, and its New York affiliate. She serves as an editorial board member for Journal of Adolescent & Adult Literacy, Research in the Teaching of English, and The Reading Teacher.


Selected Scholarship:

Magnifico, A.M., Lammers, J.C., & Curwood, J.S. (2020). Developing Methods to Trace Participation Patterns Across Online Writing. Learning, Culture, and Social Interaction, 24, 1-9.
Lammers, J.C., & Van Alstyne, J.H. (2019). Building Bridges From Classrooms to Networked Publics: Helping Students Write for the Audience They Want. Journal of Adolescent & Adult Literacy, 62(6), 653-662.

Lammers, J.C. & Marsh, V.L. (2018). “A writer More Than…a Child”: A longitudinal Study Examining Adolescent Writer Identity. Written Communication, 35(1), 89-114.
Abrams, S.S., & Lammers, J.C. (2017). Belonging in a Videogame Space: Bridging Affinity Spaces and Communities of Practice. Teachers College Record, 119(11), 1-34.
Lammers, J.C. (2016). “The Hangout was Serious Business”: Leveraging Participation in an Online Space to Design Sims Fanfiction. Research in the Teaching of English, 50, 309-332

Lammers, J.C., Curwood, J.S., & Magnifico, A.M. (2012). Toward an Affinity Space Methodology: Considerations for Literacy ResearchEnglish Teaching: Practice and Critique, 11(2), 44-58.

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