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Jessica Zacher Pandya

Jessica Zacher Pandya is a Professor in the Departments of Teacher Education and Liberal Studies at California State University, Long Beach. A former San Francisco kindergarten teacher, Pandya was trained as a researcher of language, literacy, and culture at UC Berkeley.  Her early work focused on children's identity work in diverse urban classrooms. She teaches courses for undergraduates enrolled in the Integrated Teacher Education Program (ITEP) on literacy and cultural diversity. In 2015-16, she was a President's and Provost's Leadership Fellow, working on Reimainging the First Year Experience at CSULB. Pandya is the Chair of the CSULB Academic Senate (2019-21).

Pandya has published in journals such as Research in the Teaching of English, Language Arts, Teachers College Record, and Review of Research in Education.  Her first book, Overtested: How High-Stakes Accountability Fails English Language Learners (Teachers College Press) was published in August 2011. In a book that represents her turn towards digital literacies, she and co-editor JuliAnna Ávila published Critical Digital Literacies as Social Praxis: Intersections and challenges in Peter Lang’s New Literacies and Digital Epistemologies Series in November 2012. The book won the Literacy Research Association Edward Fry Book Award in 2014. Pandya & Ávila then coedited Moving Critical Literacies Forward (Routledge, 2014). 

Pandya was named a Foundation for Child Development New American Children Young Scholar in 2012 (2012-15) to examine the ways English learners compose on iPads. Findings from the longitudinal study have been published in Teachers College Record and the Australian Journal of Language and Literacy, and elsewhere.  Her latest book, based on findings from this project, is Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context (Routledge, 2018).  Her most recent work focuses on teacher's use of apps and platforms in and out of school.

Pandya is the Past Chair of the American Educational Research Association Writing and Literacies Special interest Group. She and the other Executive Board members of the Writing & Literacies SIG have recently edited the Handbook of Writing, Literacies, and Education in Digital Cultures (Routldege, 2017). She is the co-founder of the Transnational Critical Literacy Network, and first editor of the forthcoming Critical Literacies Handbook (Routledge, 2021).

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Degrees

Ph.D., UC Berkeley, 2005 M.A., UC Berkeley, 2000 CLAD Credential, New College of California, 1996 BA, The University of Chicago, 1994

Research Interests

Ethnography; Literacy in schools and communities; English language learners; urban schools; cultural and linguistic diversity; critical and digital literacies. 

Please see this Teachers College Record video about one of my recent articles, coauthored with three CSULB students: https://vialogues.com/vialogues/play/30351/

Representative Publications

BOOKS

Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R.S. (Eds.) (under contract, 2019). The Critical Literacies Handbook. New York, NY: Routledge.

Pandya, J.Z. (2018). Exploring Critical DigitaLiteracy Practices: Everyday Video in a Dual Language Context . New York, NY: Routledge (Expaning Literacies in Education Series). Winner: 2020 Book Award for Excellence in 21st Century Literacies. 

Mills, K. A., Stornaiuolo, A., Smith, A. & Pandya, J.Z.  (Eds.). (2018). Handbook of Writing, Literacies and Education in Digital Cultures. New York, NY: Routledge. Winner: 2018 Book Award for Excellence in 21st Century Literacies

Wyse, D., Hayward, L. & Pandya, J.Z. (Eds.) (2016). The SAGE Handbook of Curriculum, Pedagogy, and Assessment. London, UK: Sage.

Pandya, J. Z. & Ávila, J. (Eds.) (2014). Moving Critical Literacies Forward: A New Look at Praxis Across Contexts. New York, NY: Routledge.

Ávila, J. & Pandya, J.Z. (Eds.) (2012). Critical Digital Literacies as Social Praxis: Intersections and Challenges. New York, NY: Peter Lang. In the New Literacies and Digital Epistemologies Series (M. Knobel & C. Lankshear, Eds.). Winner, 2014 Edward Fry Book Award, Literacy Research Association.

Pandya, J.Z. (2011). Overtested: How High-Stakes Accountability Fails English Language Learners. New York, NY: Teachers College Press.

JOURNAL ARTICLES

DiGiacomo, D., Sefton-Green, J. & Pandya, J.Z. (2019). Research on educational platforms in public school classrooms: A call to action (Commentary). Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23134  

Pandya, J.Z., & Low, D.E. (2019). Theorizing the addressive audience in children's digital video production. Written Communication, 37(1), 41-68. https://doi.org/10.1177/0741088319880509

Pandya, J.Z. & Mills, K. (2019). Bakhtin and the carnival: Humour in school children’s film making. Language & Education, 33(6), 544-559. http://dx.doi.org/10.1080/09500782.2019.1629954

Low, D.E. & Pandya, J.Z. (2019). Issues of validity, subjectivity, and reflexivity in multimodal literacy research and analysis. Journal of Language and Literacy Education, 15(1).

Pandya, J.Z. (2019). Critical literacy conversations with Allan Luke. Curriculum Inquiry. https://doi.org/10.1080/03626784.2019.1584732

Aguilera, E., & Pandya, J.Z. (2018). Critical Digital Literacies. LSLP Micro-Papers, 54. https://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/lslp-micro-paper-58-critical-digital-literacies.pdf

Pandya, J.Z., Hansuvadha, N., & Pagdilao, K. (2018). Digital literacies through an intersectional lens: The case of Javier. English Teaching: Practice & Critique, 17(4), 387-399. https://doi.org/10.1108/ETPC-11-2017-0158

Golden, N. A. & Pandya, J.Z. (2018). Understanding identity and positioning for responsive critical literacies. Language & Education. DOI: 10.1080/09500782.2018.1497648

Pandya, J.Z. & Ávila, J. (2017). Inequitable Variations: A Review of Research in Technology, Literacy Studies, and Special Education.  Literacy. 10.1111/lit.12099

Pandya, J.Z., Hansuvadha, N., & Pagdilao, K. (2016). Multimodal, Digital Composition for Children with Autism: Lessons on process, product, and assessment. Language Arts, 93, 415-428.

Pandya, J.Z., Pagdilao, K., Kim, A.E., & Marquez, E. (2015). Transnational Children Orchestrating Competing Voices in Multimodal, Digital Autobiographies. Teachers College Record, 117(7). http://www.tcrecord.org/Content.asp?ContentId=17946. See the related video here: https://vialogues.com/vialogues/play/30351/ 

Pandya, J.Z. & Pagdilao, K. (2015). “It’s complicated”: Children learning about other peoples’ lives through a critical digital literacies project. Australian Journal of Language & Literacy, 38(1), 38-45. 

Pandya, J.Z. & Aukerman, M. (2014).  Research and Policy: A Four Resources Analysis of Technology in the CCSS. Language Arts, 91(6), 429-435.

Aukerman, M. & Pandya, J.Z. (2013).  Research and Policy: Rethinking Common Answers to Critical Questions about Classroom Discourse. Language Arts, 91(1), 41-47.

Pandya, J.Z. (2012). A Scale Analysis of the Effects of US Federal Policy. Pedagogies: An International Journal, 7(2), 115-131.

Wyse, D., Pandya, J.Z. & Doecke, B. (2012). Editorial: English teachers’ work in an era of standardisation. English Teaching: Practice and Critique, 11(3), 1-13.  http://edlinked.soe.waikato.ac.nz/research/journal/view.php?view=true&id=67&p=1

Pandya, J.Z. (2012). Unpacking Pandora’s Box: Issues in the assessment of English language learners’ literacy skill development in multimodal classrooms. Invited Commentary. Journal of Adolescent & Adult Literacy, 56(3), 181-85. 

Pandya, J.Z. (2012). Mandating and standardizing the teaching of critical literacy skills: A cautionary tale. Theory Into Practice, 51(1), 20-26.

Ávila, J. & Pandya, J.Z. (2012). This Issue (The Future of Critical Literacies in US Schools: An Introduction). Theory Into Practice, 51(1), 1-3.

Ávila, J., Pandya, J.Z., Benson, V.B. & Pearson, P.D.  (2011). Conducting instructional intervention research in the midst of a state takeover. Pedagogies: An International Journal, 6(1), 30-45. DOI: 10.1080/1554480X.2011.532085.

Zacher, J. (2009). Christina’s Worlds: Negotiating childhood in the city. Educational Studies, 45, 1-18.

Hull, G., Zacher, J. & Hibbert, L. (2009). Youth, Risk, and Equity in a Global World. Review of Research in Education, 33(1), 117-159.

Zacher, J. (2009). The over-testing of English language learners and their teachers. Teachers College Record, Date Published: April 02, 2009. http://www.tcrecord.org/content.asp?contentid=15605.

Zacher, J. (2008). Analyzing Children’s Social Positioning and Struggles for Recognition in a Classroom Literacy Event. Research in the Teaching of English, 43(1), 12-41.

Zacher, J.  (2007). Talking About Difference and Defining Social Relations With Labels. Language Arts, 85(2), 115-124.  

Hull, G. & Zacher, J. (2007).  Enacting Identities: An ethnography of a job training program.  Identity: An International Journal of Theory and Research, 7(1), 71-102.

Zacher, J. (2006). White girls constructing abstract and embodied racial identities in an urban elementary school. Urban Learning, Teaching, and Research Journal, 2, 19-30.

Zacher, J. (2006). “I know about the holocaust!”: Reading and identity work in a diverse urban classroom. The California Reader, 40(1), 26-32.

Hull, G., & Zacher, J. (2004). What is After-School Worth? Developing literacies and identities out-of-school. Voices in Urban Education, 3 (Winter/Spring), 36-44. 

Zacher, J. (2003).  “So is it a noun or a verb?”: Examining discourses of classroom language teaching and development.  Educational Practice and Theory, 25(2), 35-52.

BOOK CHAPTERS

Pandya, J.Z. & Aukerman, M. (2020). Ethical literacy education. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.821 

Pandya, J.Z. (2020). Conceptualizing child and teacher multiliteracy goals in digital video production. In Kumpulainen, K. & Sefton-Green, J. (Eds.), Multiliteracies and early years innovation: Perspectives from Finland and beyond (pp. 61-76).  New York, NY: Routledge.

Pandya, J.Z. & Golden, N. (2018). Fostering impossible possibles through critical media literacies. In Mills, K. A., Stornaiuolo, A., Smith, A. & Pandya, J.Z. (Eds.). Handbook of Writing, Literacies and Education in Digital Cultures, pp. 50-60. New York, NY: Routledge.

Wyse, D., Hayward, L. & Pandya, J.Z. (2016). Introduction. In Wyse, D., Hayward, L. & Pandya, J.Z. (Eds.), The SAGE Handbook of Curriculum, Pedagogy, and Assessment, pp. 1-26. London, UK: Sage. 

Pandya, J.Z. (2014). Towards Critical Participatory Literacies Through Digital Video Composition in an Elementary Teacher Education Literacy Course. In Brass, J. & Webb, A. (Eds.) Reclaiming English Language Arts Methods Courses: Critical Issues and Challenges for Teacher Educators in Top-Down Times (pp. 40-53). New York, NY: Routledge.

Pandya, J.Z. (2014). Standardizing, and Erasing, Critical Literacy in High-Stakes Settings.  In Zacher Pandya, J. & Ávila, J. (Eds.) Moving Critical Literacies Forward: A New Look at Praxis Across Contexts. New York, NY: Routledge.

Pandya, J.Z. & J. Ávila. (2014). Introduction: Making the Road by Talking: Moving Critical Literacies Forward. In Pandya, J.Z. & Ávila, J. (Eds.) Moving Critical Literacies Forward: A New Look at Praxis Across Contexts. New York, NY: Routledge.

Ávila, J. & Pandya, J.Z. (2012). Traveling, Textual Authority, and Transformation: An introduction to critical digital literacies. In J. Ávila & J.Z. Pandya, (Eds.). Critical Digital Literacies as Social Praxis: Intersections and Challenges (pp. 1-12). New York, NY: Peter Lang.

Zacher, J. (2008).  Social Hierarchies and Identity Politics: What a Bourdieuian analysis adds to our understanding of literacy practices and multicultural curricula.  In A. Luke & J. Albright (Eds.), Pierre Bourdieu and Literacy Education, (pp. 477-528).  Mahwah, NJ: Lawrence Erlbaum.

Leander, K. & Zacher, J.  (2007). Literacy, identity, and the changing social spaces of learning.  In A. Berger, L. Rush, & J. Eakle (Eds.) Secondary School Reading and Writing: What Research Reveals for Classroom Practices (pp. 138-164).  Urbana, IL: National Council of Teachers of English. 

Hull, G., & Zacher, J.  (2007). Identity formation and literacy development within vocational education and work. In L. Farrell & T. Fenwick (Eds.), Educating the global workforce:  Knowledge, knowledge work, and knowledge workers. World Yearbook of Education 2007 (pp. 212-222). London: Kogan Page.

Hull, G., Jury, M. & Zacher, J. (2007).  Possible Selves: Literacy, identity, and development in work, school, and community.  In A. Belzer (Ed.), Toward Defining and Improving Quality in Adult Basic Education (pp. 299-318).  Mahwah, NJ: Lawrence Erlbaum.

Zacher, J. (2005).  Effects of a Multicultural Curriculum in a Racially and Socioeconomically Diverse 5th-Grade Classroom.  In D. McInerney & S. Van Etten (Eds.), Council on Anthropology & Education’s Research on Sociocultural Influences on Motivation and Learning: Focus on Curriculum (Vol. 5). Charlotte, NC: Information Age Publishing. 

BOOK REVIEWS

Pandya, J.Z. (2012). Review of Preparing Every Teacher to Reach English Learners: A practical guide for teacher educators, Joyce W. Nutta, Kouider Mokhtari, & Carine Strebel, Eds. Teachers College Record http://www.tcrecord.org ID Number: 16833.

Pandya, J.Z. & J. Ávila. (2012). Review of Literacy With an Attitude: Educating Working-Class Children in Their Own Self-Interest. Second Edition. By Patrick Finn. In Urban Education, 47(6), 1209-1213. DOI: 10.1177/0042085912463859

Zacher, J. (2008).  From Theory to Practice: Vygotsky, sociocultural research, and classroom assessment. Language Arts, 86(1), 66-69.

Zacher, J. (2007). Professional Resources for Expanding Spaces of Learning. Language Arts, 85(1), 78-83.

Zacher, J. (2006).  Review of Travel Notes from the New Literacy Studies, K. Pahl & J. Rowsell, Eds. Teachers College Record, 2006, Date Published: June 07, 2006. http://www.tcrecord.org ID Number: 12534. 

Recent Invited Presentations

Pandya, J.Z. (2020). Inclusive critical digital literacies in a dual-language school. Divergent Award-Initiative for 21st Century Literacies Research Lecture series.

Pandya, J.Z. (2019). Empowering all student voices in digital video: Critical digital literacy in an inclusive context. Australian Literacy Educators’ Association, Melbourne, Australia.

Pandya, J.Z. (2019). Using apps in the classroom: Their impact on teaching and learning, behavior management, and home-school communications. Victorian Association for the Teaching of English Curriculum Committee Forum.

Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context.  Literacies, Language, Texts and Technologies Research Group & Digital Media Research Centre, Queensland University of Technology, Brisbane, Australia.

Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context.  Learning Sciences Institute of Australia, Australian Catholic University, Brisbane, Australia.

Pandya, J.Z. (2018). Ethnographer Doing: Digital literacies research in a school close to home. Oceania Ethnography and Education Conference, Deakin University, Melbourne, Australia.

Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context. Research for Educational Impact (REDI), Deakin University, Melbourne, Australia.

Pandya, J.Z. (2017). Conceptualizing developmental trajectories in digital video production: Questions for teachers and researchers. Invitational seminar supported by the Finnish National Ministry of Education and Culture and the Playful Learning Centre at the University of Helsinki. Rovaniemi, Lapland.

Pandya, J.Z. (2016). Digital video composition with children with special needs as restorative social justice. Disability Studies Program and Literacy Program, The Ohio State University.

Recent Conference Presentations

Pandya, J.Z. & Golden, N. (2020).  The social responsibility of critical literacy researchers in today’s world. Paper accepted as part of a Working Group Roundtable on Transnational Critical Literacies for the Public Good at the American Educational Research Association Annual Meeting San Francisco, CA.

Pandya, J.Z. (2020). Writing for digital video composition: Examining child and teacher practices and perceptions. Paper accepted at the American Educational Research Association Annual Meeting San Francisco, CA.

Pandya, J.Z., Gallego, E., Choi, V. & Lopez, E. (2020). Teachers’ use of apps and platforms: Examining practices, concepts, and data privacy awareness. Paper accepted at the American Educational Research Association Annual Meeting San Francisco, CA.

DiGiacomo, D., Shaffer, G., Pandya, J.Z. & Sefton-Green, J. (2019). Platforms, pedagogies, and privacy: How the “platformization” of education is pedagogicizing home-school relations (poster). Connected Learning Summit. Irvine, CA.

Pandya, J.Z. (2019). Teachers’ use of apps and platforms: An empirical study. The Association of Internet Researchers. Brisbane, Australia.

Alford. J., Pandya, J.Z. & Hsieh, B. (2019). Keeping critical literacy afloat in literacy teacher education. Australian Literacy Educators’ Association Annual Conference. Melbourne, Australia.

Brownell, C., Woods, A. & Pandya, J.Z. (2019). Children living critically literate lives yesterday, today, and tomorrow: Exploring the transformational possibilities of critical literacies. Australian Literacy Educators’ Association Annual Conference. Melbourne, Australia.

Pandya, J.Z. (2019). The image as material, digital artifact in children’s digital videos. American Educational Research Association. Toronto, CA.

Smith, A., Stewart, O. & Pandya, J.Z. (2019). Critical Digital Literacy Pedagogies: Challenges and Possibilities. American Educational Research Association. Toronto, CA.

Pandya, J.Z. (2018). Children’s perceptions of writing for digital video composition: A humanizing approach. Paper accepted for presentation at the Literacy Research Association Annual Meeting. Indian Wells, CA.

Pandya, J.Z., & Low, D. (2018). Theorizing the addressive audience: Children’s conceptions of viewers in digital video production. Paper accepted as part of a symposium on audience at the Literacy Research Association Annual Meeting. Indian Wells, CA.

Pandya, J.Z. (2018).  “I guess it helped”: The complexities of writing for digital video composition. Paper presented as part of a symposium on “How Writing Works: Multidisciplinary perspectives on the processes of composition” at the American Educational Research Association. New York, NY.

Pandya, J.Z. (2017). Conceptualizing developmental trajectories in digital video production: Questions for teachers and researchers. Invitational seminar supported by the Finnish National Ministry of Education and Culture and the Playful Learning Centre at the University of Helsinki. December 12-15, Rovaniemi, Lapland

Pandya, J.Z., Cardenas, N., Lopez, P., Merlos, O. & Santos, A. (2017). Activism and Audience in School Video Projects. Paper presented at the 47th Annual meeting of the Jean Piaget Society. San Francisco, CA.

Pandya, J.Z. (2017). Tracing the functions of the blooper reel in children’s digital videos. Paper presented at the American Educational Research Association Annual Meeting. San Antonio, TX.

Pandya, J.Z. (2017). “Save Our School”: Children’s critical digital literacy work in an embattled school. Paper presented as part of a symposium on “Digital Literacy” at the American Educational Research Association Annual Meeting. San Antonio, TX.

 

Campus Leadership

Academic Senate, CSU Long Beach, College of Education representative, 8/10-6/22

Academic Senate Chair, CSU Long Beach, 2019-20

Academic Senate Vice Chair, CSU Long Beach, 2016-17, 2017-18, 2018-19

Academic Senate Executive Committee, CSU Long Beach, 2014-18

Highly Valued Degree Initiative Communications Task Force Co-Chair, 2017 – 2019

            Created the Beach Road Map: http://www.csulb.edu/beach-road-map

WASC Steering Committee, 2018 – present

CSULB 49er Foundation Board of Directors, Faculty Representative, 2018 – 2020

Faculty Advisory Committee on Technology, CSU Long Beach, Member, 2014-17; Chair, 2014-15, 2015-16

Long Beach College Promise, Governor’s Innovation Award, 2015-16, 2016-17, 2017-18

          Education pathway member with CSULB, LBCC, and LBUSD faculty & staff

Curriculum and Educational Policies Council, 9/16 – 6/18

Program Assessment and Review Committee, 2018 – 2019

Campus Academic Calendar Committee, CSULB, Spring 2017

Accessible Technology Initiative Steering Committee, 8/16 – present

Student Fee Advisory Committee, 8/16 – 6/19

Leadership Fellow, CSULB President’s and Provost’s Leadership Fellows Program, 2014-16

Teacher Preparation Committee, CSU Long Beach, 2009-2015

University Resources Council, Department of Teacher Education Representative, CSU Long Beach, 9/06 – 6/09; alternate, 9/09 – 6/10

Faculty Council, College of Education, Department of Teacher Education, CSU Long Beach, 8/06-6/12

8/10 – 6/11, Chair of the Committee, call & preside over bimonthly meetings

9/06 – 4/08, Chair of the Committee, call & preside over monthly meetings

11/05 – 6/09, 8/14, representative for Teacher Education

Current Projects

I am currently investigating the ways teachers use digital programs to teach, connect with parents, and manage student behavior in their classrooms. I am also at work editing the Critical Literacies Handbook as well as special issues of Pedadogies: An International Journal (with Earl Aguilera), Theory Into Practice (with Julian Sefton-Green), and English Teaching: Practice & Critique (with David E. Low & Lisa Kervin)!