Curriculum Design, Teaching, Instructional Design, Curriculum Development, Literacy, Reviewing, Editing, Educational Technology, Public Speaking and Professional Development.
Clemson University, Wofford College, Georgia State University
During her time at Wofford College, Lily was a varsity member of the Wofford College NCAA Division I. She was the Most Valuable Performer for 1999, 2002 season for cross-country and track teams. In addition, she was the team captain for 2002 cross-country season, and was the Wofford record holder for 5000m.
Lily took courses that fit a working teacher's schedule and that support her individual areas of interest. Topics specific to her area of English education including writing, reading, culturally sensitive pedagogy, and critical media analysis. The MEd in English education gave her a background in teaching reading and writing, adolescent literature and media literacy.
She graduated from Clemson University with her doctorate and her research focuses on digital literacies and multiliteracies, multimodality, adolescent literacy, and writing instruction. Lily worked during her doctoral program as a research assistant and on grant work with the Upstate Writing Project.
Lily’s dissertation combined a formative experiment with multiple-case-study methods to understand the pedagogical implications of implementing an intervention based upon the multiliteracies perspective, a perspective that remains theoretical in application. Her study sought to implement this perspective in a ninth- and a tenth-grade English class in a rural school district and develop assertions that further the localized, pedagogical understanding and application of the present study’s intervention.
Lily’s works describe the digital, multimodal tools used throughout the writing process to help students design multimodal arguments. She discusses the need for integrating multimodal arguments in classrooms based upon the New London’s Group’s multiliteracies perspective. Reflecting upon a formative experiment in high-school English classrooms, Lily describes how students used these tools to argue for a chosen social cause.
In her synthesis, Lily addresses adolescent literacy and motivation, specifically how to increase intrinsic motivation in a stage of life where students are typically less driven to read. She analyzed fifteen studies to expand upon the themes of independent reading, choice, in school versus out-of-school literacies, and self-efficacy. Based upon the findings from these themes, she discusses research and teaching implications from the theoretical framework of participatory cultures.
Lily has written over 3000 articles that discuss the practical pedagogical steps and considerations needed to have students create digital, multimodal arguments in the form of infographics and public service announcements. She engaged students in the creation of these arguments; however, she discussed practical considerations for both task complexity and the merger between digital and conventional writing.
She presented the instructional activities of an intervention enacted in two formative experiment studies. The goal of her studies was to improve students’ argumentative writing, both conventional and digital as well as multimodal. Lily presented the instructional steps taken by high-school teachers as they integrated multimodal argument projects into their classroom, describing the planning and instructional activities needed to teach students both the elements of argument and the practice of digital, multimodal design.