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Tisha Y. Lewis

Assistant Professor    Assistant Professor, Language and Literacy    
Specializations
Family Literacy
Digital Literacies
Multimodal Literacies
Biography

Tisha Y. Lewis is an assistant professor in Language and Literacy at Georgia State University. Her research interests explore how agency, identity, and power among African American families are constructed as they use digital literacies to make sense of their lives. Tisha’s current research project: Dig-A-Fam©: Digital Storytelling Project©, funded by the National Council of Teachers of English (NCTE) Research Foundation Grant, explores the digital stories, practices, and experiences of African American parents of school children and youth. Lewis was the 2012 recipient of the NCTE Promising Researcher Award, a finalist of the 2011 Outstanding Dissertation Award from the International Reading Association, a recipient of the Literacy Reading Association (LRA) Scholars of Color Transitioning into Academic Research Mentoring Program, and a past fellow of NCTE Research Foundation’s Cultivating New Voices among Scholars of Color Fellowship Program. Tisha was a recipient of the J. Michael Parker Award and is currently serving as a board member. She is an editorial review board member for the Journal of Adolescent & Adult Literacy, Literacy Research Association Yearbook, and Language Arts; a journal reviewer for the LRA Area 7 (Social, Cultural, and Political Issues of Literacy Practices In and Out of School), Equity and Excellence in Education and Qualitative Research. Tisha’s work has appeared in the Reading Research Quarterly, Journal of Education, Literacy Research Association Yearbook, and Language Arts. In addition, Tisha’s work has been featured in Bedtime Stories and Book Reports: Connecting Parent Involvement and Family Literacy and Artifactual literacies: Every Object Tells a Story.

Tisha Y. Lewis CV

Publications

Lewis, T. Y. (2013). “We txt 2 sty cnnectd:” An African American mother and son communicate: Digital literacies, meaning-making, and activity theory systems. Journal of Education. Technology in Education Issue.
Compton-Lilly, C., B. Graue, with Rebecca Rogers & Tisha Y. Lewis. (2013). Agency, authority,
and action in family literacy scholarship: An analysis of the epistemological assumptions operating in family literacy scholarship. In J. Larson & J. Marsh (Eds.) Handbook of Early Childhood Literacy, 2nd Ed. (pp. 368-402). London: Sage Publications.
Compton-Lilly, C., Rogers, R., & Lewis, T. Y. (2012). Analyzing diversity epistemologies: An integrative critical literature review of family literacy scholarship. Reading Research Quarterly. 47(1), pp. 33-60.
Lewis, T. Y. (2011). Family digital literacies: A case of awareness, agency, and apprenticeship of one African American family. In P. J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, and C. C. Bates (eds.), 60th Literacy Research Association Yearbook (pp. 432-446). Oak Creek, Wisconsin: Literacy Research Association.
Lewis, T. Y. (2010). Intergenerational meaning-making between a mother and son in digital spaces. In C. Compton-Lilly & S. Greene (eds.), Bedtime stories and book reports: Connecting parent involvement and family literacy. (pp. 85-93). New York, New York: Teachers College Press.

 
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