- University of Pennsylvania – PhD in Reading/Writing/Literacy, 2015
- New York University – MA in English Education, 2010
- University of Arizona – BA in Education, 2003
Dr. Low’s research examines intersections among multiliteracies, multimodality, racial and cultural identity, and critical multicultural education. Both as a researcher and educator, Dr. Low is committed to disrupting the presumed divide between practice and theory, prioritizing instead the critical knowledge developed in collaborative educational spaces. Before entering academia, Dr. Low was a high school English teacher in Tucson, Arizona.
Areas of Expertise / Research Interests
Literacy, Secondary English Language Arts, Practitioner Research, Community-based Research, Critical Literacy, Multimodality, Visual Literacy, Critical Multicultural Analysis of Children's and YA Literature, Comics and Graphica in Education
Current Projects and Professional Roles
- PI of research partnership with Kepler Neighborhood School’s library
- PI & lead facilitator of KSOEHD partnership with the Fresno American Indian Health Project (2015-)
- Chair of AERA Literature SIG (2017-19)
Low, D. E., & Jacobs, K. B.(in press). Literature circle roles for discussing graphica in language arts classrooms. Language Arts.
Low, D. E. (in press). Not to be “destoried”: How an academically marginalized student employs
comics and multimodal authorship to claim a counter-identity. Ubiquity: The Journal of Literature, Literacy, and the Arts.
Low, D. E. (2017). Students contesting “colormuteness” through critical inquiries into comics.
English Journal, 106(4), 19-28.
Jacobs, K. B., & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’
multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
Low, D. E. (2017). Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series. In G. A. Tarbox & M. A. Abate (Eds.), Graphic novels for children and young adults: A collection of critical essays (pp. 278-297). Jackson, MS: University Press of Mississippi.
Botzakis, S., Savitz, R., & Low, D. E. (2017). Adolescents reading graphic novels and comics: What we know from research.
In K. A. Hinchman & D. A. Appleman (Eds.), Adolescent literacies: A handbook of practice-based research (pp. 310-322). New York, NY: The Guilford Press.
Low, D. E., & Campano, G. (2016). Multiliteracies, the arts, and postcolonial agency. In G. Campano, M. P. Ghiso, & B. J. Welch (Eds.), Partnering with immigrant communities: Action through literacy (pp. 92-102). New York, NY: Teachers College Press.
Campano, G., Ngo, L., Low, D. E., & Jacobs, K. B. (2016). Young children demystifying and remaking the university through
critical play. Journal of Early Childhood Literacy, 16(2), 199-227.
Low, D. E., & Campano, G. (2013). The image becomes the weapon: New literacies and canonical legacies. Voices from the Middle, 21(1), 26-31.
Ghiso, M. P., & Low, D. E. (2013). Students using multimodal literacies to surface micronarratives of United
States immigration. Literacy, 47(1), 26-34.
Low, D. E. (2012). “Spaces invested with content”: Crossing the ‘gaps’ in comics with readers in schools. Children’s Literature in Education, 43(4), 368-385.
Courses Taught at Fresno State
LEE 280T: Content Area Literacy and Communication in Secondary Classrooms (Fresno Teacher Residency Program)
CI 245: Investigating Classroom Practice in the Multicultural Classroom: Practitioner Research (online MAT cohort)
LEE 156: Content Area Language and Literacy Instruction (Single Subject Credential)
LEE 109S: Literacy Engagement in the Community through Collaborative Inquiry (Liberal Studies cohort & Service-Learning)
LEE 80T: Academic Literacy (First Year Experience cohort