Dr. Johnson is an associate 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
Distinguished Alumni Award, Department of Language and Literacy Education, University of Georgia (2021)
Plumeri Award for Faculty Excellence, William & Mary (2020)
Divergent Award for Excellence in 21st Century Literacies Research, Initiative for 21st Century Literacies Research (2019)
INSPIRE Fellowship, MIT Teaching Systems Lab (2018)
Steve Cahir Early Career Award for Research on Writing, AERA Writing and Literacies Special Interest Group (2017)
Smagorinsky, P. & Johnson, L.L. (2021). Empathic framing during concept development in book club discussions in a service-learning teacher education class. Language and Sociocultural Theory 8(2).
Johnson, L.L. & Kim, G.M., (2021). Experimenting with game-based learning in preservice teacher education. English Teaching: Practice and Critique 20(1), 78-93.
Kim, G.M., & Johnson, L.L. (2021). Playful practices: Reimagining literacy teacher education through game-based curriculum design. Research in the Teaching of English 55(3), 242-264.
King, M. R., Conner, K., Johnson, L.L., Trojak, T., Cho, Y. (2021). The implementation of an academic & applied esports program in higher education: A case of diversity, inclusion, and building community. In M. Harvey & R. Marlatt (Eds.), Esports Research and Its Integration in Education. IGI Global.
Johnson, L. L. & DeBoeser, E. (2020). Gaming the system: Creating a participatory culture through YAL book clubs and role-playing games. In J. Dail, A. Garcia & S. Witte (Eds.), Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom. Boston, MA: Brill.
Johnson, L. L., Chisam, J., Smagorinsky, P. & Wargo, K. (2018). Beyond publication: Social action as the ultimate stage of a writing process. L1-Educational Studies in Language and Literature, 18, 1-21.
Watulak, S. L., Woodard, R., Smith, A., Johnson, L. L., Phillips, N., & Wargo, K. (2018). Connected teaching and learning in K-16+ contexts: An annotated bibliography. Contemporary Issues in Technology and Teacher Education, 18(2), 289-312.
Johnson, L. L., Sieben, N., & Buxton, D. (2018). Collaborative Design as Mediated Praxis: Professional Development for Socially Just Pedagogies. English Education 50(2), 172-198.