{"id":8154,"date":"2024-08-09T11:49:43","date_gmt":"2024-08-09T15:49:43","guid":{"rendered":"https:\/\/education.ufl.edu\/faculty\/?p=8154"},"modified":"2024-10-02T12:16:37","modified_gmt":"2024-10-02T16:16:37","slug":"brady-l-nash","status":"publish","type":"post","link":"https:\/\/education.ufl.edu\/faculty\/brady-l-nash\/","title":{"rendered":"Brady L. 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Nash","titles":"Assistant Professor","select_titles":["title-5"],"cv":8393,"cv_url":"","picture":8156,"phone":"","email":"brady.nash@ufl.edu","address":"Norman Hall \r\nP.O. Box 117048","website":null,"twitter":"","linkedin":"","about":"Dr. Nash, a former English teacher, professional learning specialist, and student advisor, studies critical and culturally sustaining approaches to education, with a focus on secondary language arts and digital literacies. He works closely with K-12 teachers and students on collaborative, critical classroom research. His current work is focused on critically analyzing AI, video games, social media, and the ways that diverse arrays of people construct and understand reality in digital spaces.","video":"","school":["school-4"],"affiliations":"","primary_interests":[{"primary_interest":"resint-F-053"},{"primary_interest":"resint-I-044"},{"primary_interest":"resint-I-079"}],"research_interests":["resint-F-004","resint-F-043","resint-I-045","resint-I-046","resint-F-054","resint-G-055","resint-H-078","resint-I-080","resint-F-141","resint-F-154","resint-G-178","resint-D-207","resint-F-209","resint-L-219","resint-E-232","resint-F-238"],"education":[{"edu_or_cert":"Ph.D., The University of Texas at Austin"},{"edu_or_cert":"M.A., Long Island University"},{"edu_or_cert":"M.A., Columbia University"},{"edu_or_cert":"B.A., The University of North Carolina at Chapel Hill"}],"pro_apps":null,"activities_and_honors":[{"activity":"Co-Chair, Digital Literacies in Teacher Education Commission, National Council of Teachers of English"},{"activity":"Association of Literacy Researchers and Educators J. Estill Alexander Future Leaders in Literacy Dissertation of the Year Award, 2022"}],"grants":[{"grant_title":"\u201cMedia Literacy for a Post-Truth Era: How Do Secondary Students Learn to Critically Construct Meaning on the Internet?\u201d Cornerstone Grant Program: Research, Scholarship and Artistry Grant","role":"PI","funding_agency":"Miami University","project_period":"2023","award_amount":"$14,712","project_information":""},{"grant_title":"\u201cPreservice Teachers Exploring Research and Teaching Through Professional Teaching Conferences.\u201d Miami University Career Collaborative Grant","role":"PI","funding_agency":"Miami University","project_period":"2023","award_amount":"$10,000","project_information":""},{"grant_title":"\u201cSociocultural Approaches to Contemporary Digital Literacy: Teachers\u2019 Collaborative Learning in Online Professional Development.\u201d","role":"PI","funding_agency":"Miami University","project_period":"2023","award_amount":"$6,000","project_information":""}],"publications":{"uncategorized":null,"categorized":[{"subheading":"article","publications":[{"publication":"Nash, B. L. (2024). Love and learning in the age of algorithms: How intimate relationships with artificial intelligence may shape epistemology, sociality, and linguistic justice. Reading Research Quarterly. Advance Online Publication. https:\/\/doi.org\/10.1002\/rrq.549"},{"publication":"Nash, B. L. (2024). Critical inquiry in (and about) media environments: Examining an asset-based digital reading curriculum. Journal of Literacy Research, 56(2), 133-156. https:\/\/doi.org\/10.1177\/1086296X241244700"},{"publication":"Nash, B. L. (2024). Emotion, stimulation, habit, and criticality: Learning from teachers\u2019 multifaceted conceptions of digital reading. Journal of Research on Technology in Education, 56(1), 7-24. https:\/\/doi.org\/10.1080\/15391523.2023.2264979"},{"publication":"Nash, B. L. (2024). Technology, oppression, and resistance in speculative young adult fiction. Children\u2019s Literature in Education. Advance Online Publication. https:\/\/doi.org\/10.1007\/s10583-023-09563-7"},{"publication":"Nash, B. L., Dunham, H., Murdter-Atkinson, J., & Mosley Wetzel, M. (2024). A culturally sustaining approach to multimodal literacies: Building on students\u2019 funds of knowledge in preservice teacher education. Literacy Research and Instruction, 63(2), 151-175. https:\/\/doi.org\/10.1080\/19388071.2022.2153766"},{"publication":"Nash, B. L., Pruitt, A. A., & Schallert, D. L. (2024). \u201cAlways trying to dig deeper\u201d: The enactment of teaching expertise as an emotion-laden continual learning process. Teachers College Record, 126(1), 61-88. https:\/\/doi.org\/10.1177\/01614681241233875"}]},{"subheading":"presentations","publications":[{"publication":"Nash, B. L. & Mertens, G. (2024, November). Exploring Constructs of Digital Understanding with Platforms and Culture in Mind. Literacy Research Association Annual Conference. Atlanta, GA."},{"publication":"Karkar Esperat, T., Nash, B. L. Shimek, C., Pierce, K. M., & Ivanyuk, L. (2024, April). \"New literacies across contexts: Teacher educators\u2019 and preservice teachers\u2019 iterative learning across semesters. American Educational Research Association Annual Conference. Philadelphia, PA."},{"publication":"Nash, B. L. (2023). Exploring Students\u2019 Criticality and Metacognition on Digital Reading Through Video Screencast Reflections: An Iterative Journey. National Council of Teachers of English Annual Conference. Columbus, OH."},{"publication":"Nash, B. L. (Chair), Robinson, B., Fassbender, W., & Parker, L. (2023, April). Symposium: The question of curriculum in (and for) a world of disinformation. Symposium at The American Educational Research Association Annual Conference. Chicago, IL."},{"publication":"Nash, B. L. (2023, April). Sociocritical inquiry: A Digital reading curriculum for examining systems of disinformation. American Educational Research Association Annual Conference. Chicago, IL."},{"publication":"Nash, B. L. (2022, December). Crossing boundaries in conceptions of digital reading: What can we learn from literacy teachers\u2019 critical self-inquiries?. Literacy Research Association Annual Conference. Phoenix, AZ."},{"publication":"Nash, B. L. (2022, December). Theoretical and practical challenges to incorporating video games in literacy classrooms. Literacy Research Association Annual Conference. Phoenix, AZ."},{"publication":"Vasinda, S., Nash, B. L., Stufft, C., Von Gillern, S., & Thrailkill, D. (2022, December). Alternative session: Traversing boundaries between understanding and experiencing story: using videogames in literacy learning and research. Alternative Session presented at The Literacy Research Association Annual Conference. Phoenix, AZ."}]}]},"links":null,"social_url":""},"_links":{"self":[{"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/posts\/8154","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/comments?post=8154"}],"version-history":[{"count":8,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/posts\/8154\/revisions"}],"predecessor-version":[{"id":8407,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/posts\/8154\/revisions\/8407"}],"wp:attachment":[{"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/media?parent=8154"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/categories?post=8154"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/education.ufl.edu\/faculty\/wp-json\/wp\/v2\/tags?post=8154"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}