5th Floor, Hammond Hall, 701 Planetarium Place
Box 19227, Arlington, TX 76019-0227
Dr. Robin Jocius is an Associate Professor of Literacy Studies in the Department of Curriculum and Instruction at the University of Texas at Arlington (UTA). Dr. Jocius graduated from Vanderbilt University with a Ph.D. in Teaching, Learning, and Diversity with a focus on Language, Literacy, and Culture.
Before pursuing a Ph.D., Dr. Jocius worked as a reading teacher in the New Orleans area, where she became interested in critical literacy, multimodal composing, the use of technology as a pedagogical tool, and the development of more equitable learning contexts for P-12 students.
Dr. Jocius’s primary research interests include digital literacies, computational thinking, Making, multimodal composing, and teacher learning. Her research has been published in the Journal of Literacy Research, The Journal of Educational Research, Language Arts, The Reading Teacher, English Journal, and Literacy Research: Theory, Method, and Practice.
Dr. Jocius is currently involved in several research projects that focus on the integration of computational thinking and Making into formal and informal educational contexts. She is working with UTA colleagues Dr. Joohi Lee, Dr. Candace Joswick, and Dr. Kathryn Pole on the STEAM Story Coding project, an ongoing partnership with the Ft. Worth Museum of Science and History to offer computational thinking workshops for pre-K students and their families. She is also collaborating with colleagues at The Citadel and North Carolina State University on two additional projects, Infusing Computing (www.infusingcomputing.com) and Making CT (www.makingct.com) to support teachers in learning how to create culturally responsive, computing-infused lessons for K-12 students.
Associate Professor, Literacy Studies
Research Interests: Multimodality, making, teacher PD, computational thinking, critical literacy
Bio: Dr. Robin Jocius is an Associate Professor in the Department of Curriculum and Instruction in the College 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’s teaching and research interests include critical literacy, digital literacies, teacher learning, and the development of instructional contexts that support culturally and linguistically diverse learners. Her current research is funded by the National Science Foundation and investigates how critical, multimodal Making can enable more equitable access to computing and computational thinking in K-12 classrooms. 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.