Notes on Contributors

In: Playing with Teaching
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Notes on Contributors

Jill Bindewald

taught English in middle and high school for ten years. Now she is a Ph.D. student at Oklahoma State University in the Literacy, Language, and Culture program in which she focuses on Place-Conscious Education and Rural Literacies.

Jennifer S. Dail

is a Professor of English education in the Department of English at Kennesaw State University in the metro-Atlanta area of Georgia. She also directs the Kennesaw Mountain Writing Project (KMWP), a National Writing Project site serving teachers Pre-K through college in all content areas. Dail served as coeditor of SIGNAL Journal, the International Literacy Association’s journal focusing on young adult literature, from 2008 to 2013. She is also an active member of several educational organizations including the National Council of Teachers of English (NCTE) and the National Writing Project (NWP). She serves on the board of the Georgia Council of Teachers of English (GCTE) as the First Vice President and Conference Director. Dail has published multiple articles on young adult literature and technology in The ALAN Review and has written book chapters focusing on this work as well. She also co-edited Toward a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature (Rowman and Littlefield, 2018) and Young Adult Literature and the Digital World: Textual Engagement through Visual Literacy (Rowman and Littlefield, 2018), both with Shelbie Witte and Steven Bickmore.

Elizabeth DeBoeser

is an English Language Arts teacher at H.J. MacDonald Middle School in New Bern, North Carolina. She earned her Master’s of Arts in Education at the College of William & Mary. During her time there, she became interested in how tabletop role-playing games can inform and enrich English Language Arts instruction.

Antero Garcia

is an Assistant Professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His most recent research studies explore learning and literacies in tabletop roleplaying games Dungeons & Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research focused on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Antero co-designed the Critical Design and Gaming School – a public high school in South Central Los Angeles. Antero’s research has appeared in numerous journals including The Harvard Educational Review, Teachers College Record, and Reading and Writing Quarterly. His most recent books are Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell; MIT Press, 2017), and Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (with Cindy O’Donnell-Allen; Teachers College Press, 2015). Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.

Kip Glazer

is an experienced classroom educator who won the Kern County Teacher of the Year in 2014. In 2015, she received her doctorate in Learning Technologies from Pepperdine University for her research on game-based learning. She was named the Principal at San Marcos High School in Santa Barbara in March 2019.

Emily Howell

is a faculty member in literacy for Clemson University’s College of Education in the Department of Education and Human Development. Emily has taught English and writing at the secondary and collegiate level and currently teaches pre-service teachers and graduate students in education, employing both online and face-to-face classroom environments. Her research interests include multiliteracies, adolescent literacy, writing instruction, and digital tools. Her research has been published in journals such as Journal of Literacy Research, The Reading Teacher, Journal of Adolescent and Adult Literacy, and Professional Development in Education.

Lindy L. Johnson

is Assistant Professor of English Education at College of William & Mary. Prior to pursuing her Ph.D. in Language and Literacy from The University of Georgia, she taught high school English in Boston Public Schools. Her research draws on sociocultural theories of mediated action to examine the kinds of instructional supports both teachers and adolescents find helpful in comprehending and creating complex multimodal texts.

Rachel Kaminski

Sanders received her doctoral degree from The University of Georgia after producing a text-free dissertation. Rachel seeks to broaden the types of scholarly research compositions traditionally accepted within higher education, an area she feels is imperative to advancing academic research. Prior to her doctoral program, Rachel taught seventh grade writing at a public arts magnet school in a rural district located in the state of South Carolina. Rachel is currently an Assistant Professor of Literacy Education in the Department of Interdisciplinary Learning and Teaching at The University of Texas at San Antonio.

Ken Lindblom

teaches graduate and undergraduate courses in pedagogy, literature, and non-fiction, at Stony Brook University. He is a former Dean in the School of Professional Development (2014-2018), and he directed the English Teacher Education Program at Stony Brook from 2003-2016. He is co-author of the Continuing the Journey book series with Leila Christenbury (National Council of Teachers of English, 2017).

Jon Ostenson

first encountered the storytelling power of video games in the 1980s, thanks to interactive fiction titles like Adventure and Zork. Today, he is Associate Professor of English Education at Brigham Young University. A former high school English teacher, he has long sought to bring into the classroom the texts teenagers read and interact with outside the classroom.

Chad Sansing

is the Practice Lead for Open Culture & Curriculum at the Mozilla Foundation. He is passionate about helping people design and build projects and cultures that empower people to collaborate within inclusive communities. In a past life, he taught middle school for 14 years and worked to democratize the public school classroom.

Shelbie Witte

is the Chuck and Kim Watson Endowed Chair in Education and Professor in Adolescent Literacy and English Education at Oklahoma State University, where she directs the OSU Writing Project and the Initiative for 21st Century Literacies Research. She serves as editor (with Sara Kajder) of Voices from the Middle, NCTE’s premiere middle-level journal. Witte has published extensively in the area of 21st Century Literacies, including Literacy Engagement through Peritextual Analysis (American Library Association and National Council of Teachers of English, 2019) with Don Latham and Melissa Gross, Toward a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature (Rowman & Littlefield, 2018) and Young Adult Literature and the Digital World: Textual Engagement Through Visual Literacy (Rowman and Littlefield, 2018), both with Jennifer S. Dail and Steven Bickmore.

Playing with Teaching

Considerations for Implementing Gaming Literacies in the Classroom



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