Robin Jocius, Ph.D.
Dr. Robin Jocius is an Assistant Professor and Program Coordinator of Literacy Education in the Zucker Family School of Education. A former classroom teacher and interventionist, Dr. Jocius earned her Ph.D. in Language, Literacy, and Culture from Vanderbilt University, where her research and teaching focused on children and adolescents’ interactions with new and digital media.
Dr. Jocius’ current research interests include critical literacy, digital literacy, teacher learning, and the development of instructional contexts that support culturally and linguistically diverse learners. She is co-PI on two National Science Foundation grants focusing on technology integration and teacher learning.
Her work has been published in the Journal of Literacy Research, Language Arts, The Reading Teacher, English Journal, and Literacy Research: Theory, Method, and Practice. Dr. Jocius is also involved in several community outreach projects, including the Zucker Family School of Education’s Summer Reading Program.
Office: Capers Hall 319
Ph.D. in Language, Literacy, and Culture—Vanderbilt University, Nashville, TN
Jocius, R., & Shealy, S. (2018). Critical book clubs: Reimagining literature reading and response. The Reading Teacher, 71(6), 691-702.
Jocius, R. (2018). Becoming entangled: The emergence of collaborative multimodal practices. Computers and Composition, 46, 14-30.
Jocius, R. (2017). Good student/bad student: Situated identities in the figured worlds of school and creative multimodal production. Literacy Research: Theory, Method, and Practice, 66, 198-217.
Jocius, R. (2017). Learning to practice what I preach: Designing authentic assessments for in-service and pre-service teachers. Reading Matters, 17(1), 45-50.
Ehret, C., Hollett, T., & Jocius, R. (2016). Of shoes, shovels, and a digital book trailer: Feeling, power, and adolescent new media making in school. Journal of Literacy Research, 48(3), 346-377.
Jocius, R. (2016). Telling unexpected stories: Students as multimodal artists. English Journal, 105(5), 16-22.