Jamie A. Lee
Director of the DS|OH Lab, is Assistant Professor of Digital Culture, Information, and Society, School of Information at University of Arizona. She attends to critical archival theory and methodologies, multimodal media-making contexts, storytelling, bodies, and ongoing analyses of the ways archives and bodies are mutually constitutive. Her work is intricately woven through the intersections of archival studies, media studies, digital and visual culture, information, and society. Studying hands-on archival work along with archival theory and practice that emerges from community contexts, she engages theories of affect and embodiment, archival and queer theory, haptic visuality, and decolonizing methodologies. Her interdisciplinary approach considers bodies-as-archives and archives-as-bodies in and through shifting temporalities that challenge how we know, produce, and engage archives and their records.
Lee is a member of the Faculty Advisory Committee of the Institute for LGBT Studies, Affiliated Faculty in the Social, Cultural, Critical Theory (SCCT) Graduate Minor as well as the Department of Gender & Women’s Studies and the School of Geography & Development. She is also International Affiliate in the Centre for Oral History and Digital Storytelling at Concordia University, Montreal, Quebec, Canada.
is a doctoral candidate in English Literature in the Department of English at the University of Arizona. Her research centers on analyzing works that arise from transferring the aesthetics of the visual, mediatized and digital to the print culture, i.e., print multimodal, hypertext, or interactive fiction. She approaches these texts from a technical as well as a cultural perspective, i.e., what they are and what they mean. As such, not only does she look at how contemporary experimental texts are influenced by the tactics used in digital literature, as well as other formations of digital nature, e.g. participatory media, she is also situating it in the rich tradition of the previous experiments in print. In this way, the key findings of her research can contribute a historically informed insight into the studies on the relationship between digital and print literacies. An overarching goal of my research, however, is to update our thinking about and experiencing of literature.
Casely E. Coan
is a doctoral candidate in Rhetoric, Composition and the Teaching of English at University of Arizona where she also minors in Gender and Women’s Studies. Her doctoral research on Tucson burlesque performers is situated at the intersection of queer theory, transgender studies, and performance studies. Her media reviews have appeared in Queer Studies in Media and Popular Culture and the forthcoming reference book Women’s Rights: Reflections in Popular Culture.
is a doctoral student in the Dept. of Teaching, Learning, & Sociocultural Studies in the College of Education at the University of Arizona. His research interests involve the study of community-based organizations, and the roles they play in voluntary educational efforts with youth with marginalized identities along the lines of race, class, gender, citizenship, language, and sexuality. In particular, he is interested in the role of community-based organizations as safe spaces for LGBTQ+ youth, as well as how queer youth from rural communities find peers and build community in the absence of structural supports.
is Assistant Professor of Information at the School of Information, University of Arizona, where she teaches about social media, online collaboration, and qualitative research. In both teaching and research she focuses on the influences of culture on technologies, archives, and performances offline and online. Diana’s current research centers on engaged public expressions and performances including those in the All Souls Procession in Tucson, Arizona, which she has written about as a site for history construction and disruption. Her recent storytelling centers on the medium of sound.
Joanna E. Sanchez-Avila
Hondureña-Americanah and fourth-year Rhetoric, Composition, and the Teaching of English (RCTE) doctoral student, adamantly believes in the potential of everyday stories crafted through many creative outlets such as reflective writing, visual texts, multi-modal/sensorial texts, and fa(t)shion’s ‘style as resistance’ ethos. Her current research interests are between the intersections of rhetoric, memory, and feminist studies within the contexts of body politics, identity, cultural memory, narrative, self-representation through autoethnography, media literacy, feminist pedagogy, and public policy. Joanna’s work utilizes various strands from memory studies such as autobiographical memory and haunting/s as counter-memory in order to examine and explore how transcultural memory and practices of remembering shape identity formations of and by Honduran and Honduran-Americans through the creation, production, and circulations of material cultural productions across diverse platforms of access.
She is also committed to enhancing first-year writing students’ critical thinking skills by practising a pedagogy of hauntings where her students engage with the haunting presences of historical and political ghosts that counter white supremacist master narratives about English writing practices of knowledge production and expression. She believes that by embracing individually and unique narratives originating from the margins, we can find alternative ways of seeing and being in the worlds which we inhabit that further complicate and inform our continual and ever-changing understanding of humanity.
is a PhD student in the University of Arizona’s Rhetoric, Composition, and the Teaching of English Program. Studying the rhetorics of hate and hate groups, Berto examines how writing in digital spaces impacts both the proliferation of hate and opportunities for resistance. In spite of all evidence to the contrary, Berto is not a robot fueled by coffee and comics, but won’t turn down a either if offered.
is an Assistant Professor in Mexican-American Studies at the University of Arizona. Professor Téllez is an interdisciplinary scholar trained in sociology, Chicana/o studies, community studies and education. In her twenty years of community engagement and activism, she has been involved in multiple projects for change at the grassroots level utilizing critical pedagogy, principles of sustainability, community-based arts, performance, and visual media. To find out more about her work please visit: www.michelletellez.com
is a PhD student in Information at UA’s School of Information. Her research spans across critical technology studies and topics of STEM in and around public discourse; multimodal communication; analog game design; and digital storytelling and digital culture broadly. Angelia teaches undergraduate courses in game design, digital storytelling, and various branches of composition. Outside of academia, she enjoys exploring the Southwest with her partner and two pups.
Audra Elisabeth El Vilaly
is a scholar-activist and former development practitioner in both Saharan and Sub-Saharan Africa transects multiple sub-disciplinary terrains of radical human and environmental geography. These include political ecology, identity, memory, subjectivity, emotion and affect, care ethics in social movements, theories of assemblage and the more-than-human, and political and critical state theory.
Her most recent research investigates ongoing practices of slavery and slavery-like relations of production in the Islamic Republic of Mauritania. In querying the cultural, socio-ecological, and political economic underpinnings of these relations, her study exposes the violence potentiated by purviews and practices of subjectivity. More specifically, it demonstrates the injustice, of which slavery is just one example, that ensues when people mistakenly feel and remember themselves as subjects: that is, as somehow separate from nature, one another, and as a result, from themselves.