Dr. Johnson is an assistant professor of English education and co-director of the Center for Innovation in Learning Design. Her research draws on sociocultural theories of mediated action (Vygotsky, 1978; Wertsch, 1991) and social semiotic theories of multimodality (Jewitt & Kress, 2003) to investigate the increasingly multimodal nature of digital technologies, and the emerging social practices and activities that arise from these technologies. Dr. Johnson is particularly interested in examining the kinds of instructional supports both teachers and adolescents need in order to comprehend and create complex multimodal texts. Prior to pursuing her Ph.D. in language and literacy from the University of Georgia, Dr. Johnson taught high school English in Boston Public Schools.
Ph.D. in Language & Literacy Education, University of Georgia
M.Ed. in English Education, University of Massachusetts, Boston
B.A. in English, Brigham Young University
Activities and Honors
Suzann Wilson Matthews Summer Research Fellowship, William & Mary (2015)
NAEd/Spencer Dissertation Fellowship Finalist (2014)
Summer Research Fellow for the Digital Media and Learning Institute, funded by the John D. and Catherine T. MacArthur Foundation (2013)
Carol J. Fisher Award for Excellence in Research, University of Georgia (2013)
Bulldog Vision Award, H. Gordon and Francis S. Davis 12th Annual SOAR Awards, University of Georgia (2013)
Johnson, L.L. & Goering, C.Z. (Eds.) (2016). Recontextualized: Music in the ELA Classroom. Netherlands: Sense.
Johnson, L.L. (2016). Writing 2.0: How English teachers conceptualize teaching writing with digital tools. English Education.
Conradi, K.E. & Johnson, L.L. (2016). Building independent readers and thinkers in the middle and secondary classroom using think alouds. Reading in Virginia.
Johnson, L.L., & Sieben, N. (2016). Minding the gap: Reframing writing as creative problem-solving. English Journal.
Johnson, L.L. (2016). Evolutions, not revolutions in learning to teach with technology. Journal of Technology and Teacher Education 24(1): 5-35.
Smagorinsky, P., Clayton, C. M., & Johnson, L. L. (2015). Distributed scaffolding in a service-learning course. Theory into Practice 54: 71-78.
Johnson, L.L. (2014). David Coleman and the technologisation of the Common Core: A critical discourse analysis. English Teaching: Practice and Critique 13(1), 197-223.
Johnson, L. L. (2012). An inquiry into inquiry: Learning to become a literacy researcher. English Teaching: Practice and Critique, 11(2), 81-93.
Harman, R. Johnson, L.L. & Chagoya, E.E. (2016). Bilingual youth voices in middle school: Performance, storytelling and photography. In S. Greene, K. Burke, & M. McKenna (Eds.), Youth Voices, Public Spaces, and Civic Engagement. New York: Routledge.
Smagorinsky, P., Johnson, L. L., & Clayton, C. M. (2015). Synthesizing formal and experiential concepts in a service-learning course. In J. Brass & A. Webb (Eds.), Reclaiming English Language Arts methods courses: Critical issues and challenges for teacher educators in top-down times (pp.123-134). New York: Routledge.
Johnson, L.L., Bass, T., & Hicks, M. (2014). Creating critical spaces for youth activists. In P. Paugh, T. Kress, & R. Lake (Eds.) Teaching towards democracy with postmodern and popular culture texts (pp. 37-58). Boston, MA: Sense.
Johnson, L. L., & Smagorinsky, P. (2013). Writing remixed: Mapping the multimodal composition of one preservice English Education teacher. In K. Pytash & R. Ferdig (Eds.), Exploring multimodal composition and digital writing (pp. 262-280). Hershey, PA: IGI Global.