Professional Biography

Dr. Stornaiuolo received her Ph.D. in Language, Literacy, and Culture from the University of California at Berkeley in 2012. Her research examines adolescents' multimodal composing practices, teachers' uses of digital technologies, and shifting relationships between authors and audiences in online, networked spaces. More broadly, her work centers on how to create equitable and accessible learning opportunities for young people by examining how they draw on diverse cultural and linguistic repertoires as they participate in richly literate lives. In prior work, Dr. Stornaiuolo has taught post-secondary composition and reading in college and conducted research on reading/writing relationships, the social construction of remediation, and learning transfer across contexts. She has received a number of awards and fellowships for her work, including the 2011 Janet Emig Award from the National Council of Teachers of English (NCTE) Conference on English Education, the 2013 Elva Knight award from the International Reading Association (now ILA), the 2013 Promising Researcher Award from NCTE, and the 2015 Steve Cahir Early Career Award from the Writing & Literacies Special Interest Group (SIG) of the American Educational Research Association (AERA).  She currently serves as the Program Chair of AERA's Writing and Literacies SIG and on the technology committee of the Literacy Research Association (LRA). She was recently selected as a 2017 National Academy of Education/Spencer Foundation postdoctoral fellow.

Research Interests and Current Projects

Drawing on ethnographic and sociocultural lenses, Dr. Stornaiuolo's work examines young people’s practices with digital technologies and the implications for teaching and learning in a shifting mediational landscape. At the core of her scholarship is a central commitment to working in partnership with individuals and communities, not only in documenting the literacy lives of young people but also in practicing humanizing research alongside youth and communities, particularly those historically marginalized, in order to address systems of inequality. Her scholarship explores the myriad challenges of mediated communication, highlighting the importance – and difficulty – of connecting productively across race, ethnicity, religion, sexuality, gender, and other categories of difference. Her work concentrates on how schools and other learning environments can facilitate deep, connected, digitally-facilitated learning that connects young people to the world around them and supports their development as ethically-attuned authors and creators.

Dr. Stornaiuolo is currently the principal investigator of a National Science Foundation project aimed at studying how adolescents produce and use data visualizations to guide their composing and revision processes in an online writing community. As part of this NSF project, she and her partners are developing and studying the internationally connected online writing community, Write4Change, in which adolescents and educators collaborate to work toward social change. She is also the principal investigator for a long-term literacy collaboration with a technology and design-oriented high school in Philadelphia. In this ethnographic design research project, she has been working closely with school stakeholders over three years to design and study how the high school's makerspaces can support students' literacy and learning across the school. Dr. Stornaiuolo is also an affiliated researcher with the Center on Standards, Alignment, Instruction, and Learning (CSAIL), which examines the implementation of college- and career-ready standards nationally.


Ph.D. (Education) University of California, Berkeley, 2012.

M.A. (Composition & Rhetoric) San Francisco State University, 2005.

M.A. (English Literature) Mills College, 1996.

B.A. (English Literature) University of San Francisco, 1992.

Areas of Expertise

Literacy and learning in adolescence and adulthood
Digital literacies
Teachers, youth, and social media
Education in global contexts

Selected Publications

Mills, K.A., Stornaiuolo, A., Smith, A., & Pandya, J. Z. (Eds.). (2018). Handbook of writing, literacies, and education in digital cultures. New York, NY: Routledge.

Stornaiuolo, A. & Thomas, E.E. (in press). Disrupting educational inequalities through youth digital activism. Review of Research in Education 41.

Stornaiuolo, A., Smith, A., & Phillips, N. (2017). Theorizing a transliteracies framework for a connected world. Journal of Literacy Research 49(1).

Thomas, E.E. & Stornaiuolo, A. (2016). Restorying the self: Bending toward textual justice. Harvard Educational Review 86(3), 313-338.

Stornaiuolo, A. (2016). Teaching in global collaborations: Navigating challenging conversations through cosmopolitan activity. Teaching and Teacher Education 59, 503-513. doi:10.1016/j.tate.2016.07.001

Stornaiuolo, A. & LeBlanc, R.J.* (2016). Scaling as a literacy activity: Mobility and educational inequality in an age of global connectivity. Research in the Teaching of English 50(3), 263-287.

Hull, G. & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry 44(1), 15-44.

Hull, G.A. & Stornaiuolo, A. (2010). Literate arts in a global world: Reframing social networking as cosmopolitan practice. Journal of Adolescent and Adult Literacy 54(2), 84-96.

Hull, G.A., Stornaiuolo, A., & Sahni, U. (2010). Cultural citizenship and cosmopolitan practice: Global youth communicate online. English Education 42(4), 331-367.

Stornaiuolo, A., Hull, G.A., & Nelson, M. E. (2009). Mobile texts and migrant audiences: Rethinking literacy and assessment in a new media age. Language Arts, 86(5), 382-392.