Alecia Marie Magnifico is a learning scientist whose research focuses on writing, digital literacies, and learning in formal and informal environments. Currently, she is an assistant professor of English teaching at the University of New Hampshire, where she teaches courses on English teaching, digital literacies, and research methods. Previously, she has worked as a postdoctoral fellow at the University of Illinois at Urbana-Champaign (with the Scholar online collaborative writing project), as a lecturer and graduate research assistant at the University of Wisconsin-Madison (with the Games, Learning, and Society team and the Department of Educational Psychology), and as a middle and high school classroom teacher. Magnifico's research interests focus on understanding how to support and encourage adolescents' writing for different audiences. While most schoolwork is turned in to teachers and receives little feedback, writing for active, communicative audiences can help young writers to reflect on their own ideas, to present those ideas effectively, and to revise and refine their work. Much of Magnifico's writing in this area describes and theorizes adolescents' literacies in different contexts (e.g. school, extracurricular, and online settings), although she also works with teachers to design curricula and assessments that engage multiple literacy skills including reading, writing, multimedia, and critique. She also enjoys the challenge of developing research methods to represent what happens in these complex, social learning spaces. Magnifico's recent work can be found in the Journal of Adolescent and Adult Literacy, E-Learning and Digital Media, and the International Journal of Educational Psychology.
Ph.D., Educational Psychology, University of Wisconsin - Madison
M.S., University of Wisconsin - Madison
B.A., Education, Swarthmore College
B.A., Economics, Swarthmore College
Qualitative research methods
Writing and reading instruction
ENGL 401: First-Year Writing
ENGL 725/810: Seminar in English Teaching
ENGL 725L: Sem in ENGL Teaching Lab
ENGL 726/892: Seminar in English Teaching
ENGL 726L: Sem in English Teaching: Lab
ENGL 789/889: Special Topic/English Teaching
ENGL 792/892: Teaching Lit and Literacy
ENGL 914: Spc Top/In Comp & Lit
ENGL 918: Research Method in Composition
ENGL 922: Top/Fanfiction as Classrm Prac
Magnifico, A. M., Lammers, J. C., & Fields, D. A. (2018). Affinity spaces, literacies and classrooms: tensions and opportunities. Literacy, 52(3), 145-152. doi:10.1111/lit.12133
Lammers, J., Magnifico, A. M., & Scott Curwood, J. (2017). Literate identities in fan-based online affinity spaces. In K. Mills, A. Stornaiuolo, A. Smith, & J. Pandya (Eds.), Handbook of Writing, Literacies, and Education in Digital Cultures (pp. 173-184). New York, NY: Routledge.
Smith, A., McCarthey, S., & Magnifico, A. M. (2017). Recursive feedback: Evaluative dimensions of e-learning. In B. Cope, & M. Kalantzis (Eds.), e-Learning Ecologies: Principles for New Learning and Assessment (pp. 118-142). New York, NY: Routledge.
Curwood, J. S., Lammers, J. C., & Magnifico, A. M. (2017). From Research to Practice: Writing, Technology, and English Teacher Education. In Advances in Research on Teaching (pp. 121-141). Emerald Group Publishing Limited. doi:10.1108/s1479-368720170000027007
Magnifico, A. M. (2017). Theorizing context: A design-based analysis of an online affinity space. In Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation. New York, NY: Peter Lang.
Olmanson, J., Kennett, K., Magnifico, A., McCarthey, S., Searsmith, D., Cope, B., & Kalantzis, M. (2016). Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development. Technology, Knowledge and Learning, 21(1), 99-123. doi:10.1007/s10758-015-9265-5
Magnifico, A. M., Curwood, J. S., & Lammers, J. C. (2015). Words on the screen: broadening analyses of interactions among fanfiction writers and reviewers. Literacy, 49(3), 158-166. doi:10.1111/lit.12061
Curwood, J. S., Magnifico, A. M., & Lammers, J. C. (2013). Writing in the Wild: Writers’ Motivation in Fan-Based Affinity Spaces. Journal of Adolescent & Adult Literacy, 56(8), 677-685. doi:10.1002/jaal.192
Lammers, J. C., Curwood, J. S., & Magnifico, A. M. (2012). Toward an affinity space methodology: Considerations for literacy research. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 11(2), 44-58. Retrieved from http://gateway.webofknowledge.com/
Magnifico, A. M. (2010). Writing for Whom? Cognition, Motivation, and a Writer's Audience. EDUCATIONAL PSYCHOLOGIST, 45(3), 167-184. doi:10.1080/00461520.2010.493470