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.
- Communicative writing
- Digital literacies
- Qualitative research methods
- Writing and reading instruction
- ENGL 620: English Major Internship
- ENGL 725/810: Seminar in English Teaching
- ENGL 725L: Sem in English Teaching: Lab
- ENGL 726/892: Seminar in English Teaching
- ENGL 726L: Sem in English Teaching: Lab
- ENGL 789/889: SpcTop/Engl Teach/Digital Lit
- ENGL 792/892: Teaching Lit and Literacy
- ENGL 922: Top/Fanfiction as Classrm Prac
Lammers, J. C., Magnifico, A. M., & Wang, A. (2022). Playful Multiliteracies: Fan-Based Literacies' Role in English Language Arts Pedagogy. JOURNAL OF ADOLESCENT & ADULT LITERACY, 66(2), 80-90. doi:10.1002/jaal.1253
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.
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' MOT I VAT ION 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 https://www.webofscience.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
Most Cited Publications