Digital Literacies and AI

As a doctoral student, I was trained by Bertram (Chip) Bruce, who was an early pioneer in the field of literacy and technology. It was Chip who first introduced me to a web browser (NCSA Mosaic), which just happened to freeze up on demonstration day in his office. My work in technology comes out of my love of machines and tinkering, out of my enduring questions regarding how education is changing in relations to technologies, and out of my concerns for how we might use technologies to make life and learning more profoundly meaningful, ethical, and equitable.

Leander, K. M., Arnseth, H. C., Silseth, K., & Erstad, O. (2025) PDF. “It becomes like a source, just like reading the textbook”: towards an expanded GenAI-informed multiliteracies model. Pedagogies: An International Journal, 1–19. doi:10.1080/1554480x.2025.2545203

Robinson, B., & Leander, K. (2025) PDF. ‘I hope this email finds you well’: how synthetic affect circulates through MagicSchool AI. Learning, Media and Technology, 1–13. doi:10.1080/17439884.2025.2527920

Burriss, S. K., & Leander, K. (2024) PDF. Critical posthumanist literacy: Building theory for reading, writing, and living ethically with everyday artificial intelligence. Reading Research Quarterly, 59(4), 560–569. doi:10.1002/rrq.565

Enriquez, G., Gill, V., Campano, G., Flores, T. T., Jones, S., Leander, K. M., McKnight, L., & Price-Dennis, D. (2024) PDF. Generative AI and composing: an intergenerational conversation among literacy scholars. English Teaching: Practice & Critique, 23(1), 6–22. doi:10.1108/etpc-08-2023-0104

Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022) PDF. Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. doi:10.1177/20427530211032302

Sabey, D. B., & Leander, K. M. (2020) PDF. More connected and more divided than ever. In Handbook of Reading Research, Volume V (pp. 436–451). Routledge. doi:10.4324/9781315676302-23

Leander, K. M., & Hollett, T. (2017) PDF. The embodied rhythms of learning: From learning across settings to learners crossing settings. International Journal of Educational Research, 84, 100–110. doi:10.1016/j.ijer.2016.11.007

Hollett, T., Phillips, N. C., & Leander, K. M. (2017) PDF. Digital Geographies. In Handbook of Writing, Literacies, and Education in Digital Cultures (pp. 148–160). Routledge. doi:10.4324/9781315465258-16

Leander, K. M., Scharber, C., & Lewis, C. (2017) PDF. Literacy and internet technologies. In Literacies and Language Education (pp. 43–58). Springer International Publishing. doi:10.1007/978-3-319-02252-9_5

Prinsen, F., Haan, M. de, & Leander, K. M. (2015) PDF. Networked Identity. YOUNG, 23(1), 19–38. doi:10.1177/1103308814557396

Leander, K. M. & de Haan, M. (Eds.) (2015). Media and migration: Learning in a globalized world. New York: Routledge.

Jiménez, R. T., Eley, C., Leander, K., & Smith, P. H. (2015). Transnational immigrant youth literacies. In Advances in Linguistics and Communication Studies (pp. 322–344). IGI Global. doi:10.4018/978-1-4666-8668-7.ch013

de Haan, M., Leander, K., Ünlüsoy, A., & Prinsen, F. (2014) PDF. Challenging ideals of connected learning: the networked configurations for learning of migrant youth in the Netherlands. Learning, Media and Technology, 39(4), 507–535. doi:10.1080/17439884.2014.964256

Leander, K. M., & de Haan, M. (2014). Editorial on Media and Migration: Learning in a Globalized World. Learning, Media and Technology, 39, 405-408. doi:10.1080/17439884.2014.964256

Hollett, T., & Leander, K. M. (2013) PDF. Location-Based environments and technologies. In The SAGE Handbook of Digital Technology Research (pp. 387–401). SAGE Publications Ltd. doi:10.4135/9781446282229.n26

Ünlüsoy, A., de Haan, M., Leander, K., & Volker, B. (2013) PDF. Learning potential in youth’s online networks: A multilevel approach. Computers & Education, 68, 522–533. doi:10.1016/j.compedu.2013.06.007

Leander, K., & Boldt, G. (2013) PDF. Rereading “A pedagogy of multiliteracies.” Journal of Literacy Research, 45(1), 22–46. doi:10.1177/1086296x12468587

Lankshear, C., Leander, K. M., & Knobel, M. (2011) PDF. Researching online practices. In B. Somekh and C. Lewin (Eds.) Theory and Methods in Social Research (2nd Ed.) (pp. 147-154). London: Sage Publications.

Alvey, T., Phillips, N. C., Smith, B., Pfaff, E., Colt, W., Dalton, B., Leander, K. M. & Ma, J. (2011) PDF. From I-Search to iSearch 2.0. English Teaching: Practice and Critique 10(4), 139-148. doi:10.1108/etpc

Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394. doi:10.3102/0091732x09358129

Ünlüsoy, A.*, de Haan, M., & Leander, K. (2010). Netwerken von jongeren als nieuwe leeromgevingen. (New learning networks of youth.) Pedagogiek 30(1), 43-57.

Leander, K. (2009). Composing with old and new media: Toward a parallel pedagogy. In Digital Literacies: Social Learning and Classroom Practices (pp. 147–164). SAGE Publications Ltd. doi:10.4135/9781446288238.n10

Leander, K. M. (2007). “You won’t be needing your laptops today: Wired bodies in the wire-less classroom. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 25-48). New York: Peter Lang.

Leander, K., & Frank, A. (2006). The aesthetic production and distribution of image/Subjects among online youth. E-Learning and Digital Media, 3(2), 185–206. doi:10.2304/elea.2006.3.2.185

Leander, K. M., & Lovvorn, J. F. (2006) PDF. Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24(3), 291–340. doi:10.1207/s1532690xci2403_1

Leander, K., & Duncan, B. (2004). Community construction in the virtual: Reconceptualizing joint action. E-Learning and Digital Media, 1(3), 420–436. doi:10.2304/elea.2004.1.3.6

Leander, K. M., & McKim, K. K. (2003). Tracing the Everyday “Sitings” of Adolescents on the Internet: a strategic adaptation of ethnography across online and offline spaces. Education, Communication & Information, 3(2), 211–240. doi:10.1080/14636310303140