Ryan M. Rish

Assistant Professor

Learning and Instruction

 510 Baldy Hall
 716-645-4042
 ryanrish@buffalo.edu
  http://ryanrish.com


Adolescents' literacies
English education
Critical digital media
Community Engagement
Sociocultural theories of teaching and learning
New/digital literacies
Language, literacy, culture, and identity
Social spaces and geographic places of learning

Jump to Publications

Educational Background

  • Ph.D., Adolescent, Post-Secondary, and Community Literacies, Ohio State, 2011
  • M.Ed., English Education, Ohio State, 2001
  • B.A., English & Philosophy, Walsh University, 1997

My research interests involve the literacy practices of adolescents, especially in regard to how those practices relate to the institutions, social spaces, and geographic places in which they are enacted. This research involves investigations within and across classrooms, online spaces, and communities guided by concerns for learning with participants how to make learning opportunities more equitable for marginalized youth and how to engage students with critical considerations of their social worlds and local communities.

Current Courses

  • LAI 669: Qualitative Techniques for Education
  • LAI 673: New Literacies Seminar
  • LAI 678: Digital Media in Education


Articles

Rish, R.M., & Pytash, K.E. (2015). Kindling the pedagogic imagination: Pre-service teachers writing with social media.Voices from the Middle, 23(2), 37-42.

Connors, S.P., & Rish, R.M. (2015). Troubling ideologies: Creating opportunities for students to interrogate cultural models in YA literature. The ALAN Review, 42(3), 22-34.

Rish, R.M. (2015). Investigating the implications of “racelifting”: Critical considerations of race in transmedia storytelling. SIGNAL, 37(1), 7-10.

Rish, R.M. (2015). Researching writing events: Using mediated discourse analysis to explore how students write together. Literacy, 49(1), 12-19.

Rish, R.M. & Caton, J. (2011). Building worlds together with collaborative writing: Creative, social, and pedagogic challenges. English Journal, 100(5), 21-28.

Chapters

Rish, R.M., & Slocum, A. (2015). Video-mediated teacher inquiry with pre-service English teachers. In E. Ortlieb, M.B. McVee, & L.E. Shanahan (Eds.), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (pp. 211-233). Bingley, UK: Emerald Press.

Rish, R.M., Bylen, K., Vreeland, H., Wimberley, C.C. (2015). Using Google Drive to write dialogically with teachers. In H. Gillow-Wiles & M. Niess (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 366-388). Hershey, PA: IGI Global.

Rish, R.M. (2014). Students’ transmedia storytelling: Building fantasy storyworlds in video game design. In H.R. Gerber, & S.S. Abrams (Eds.), Bridging Literacies with Videogames (pp. 29-52). Boston, MA: Sense Publishers.

Rish, R.M. (2013). Exploring multimodal composing processes with pre-service teachers. In K. Pytash & R. Ferdig (Eds.), Preparing Teachers for Writing and Writing Instruction (pp. 1-15). Pittsburgh, PA: ETC Press.

Invited

Connors, S.P., & Rish, R.M. (2014). Puzzle solving and modding: Two metaphors for examining the politics of close reading. Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy, 67, 94-118.

Rish, R.M. & Caton, J. (2009). The complexities of teaching new literacies in our classrooms. Adolescent Literacy: In Perspective. Ohio Resource Center.

Kinloch, V., Slocum, A., Ressler, M. & Rish, R.M. (2009). Innovative writing instruction: Writing selves, writing stories. English Journal, 98(5), 102-106.

Related Links

| Academia.edu* | ResearchGate* | Google Scholar |

*pre-print copies of publications available for download

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