As a Ph.D. Candidate in Educational Psychology and Educational Technology, I work on the intersections of literacies, media, and science. I am passionate about what it means to be literate in a world submerged in media and technology, and how do disciplines, like science and humanities, complement each other. My research interests revolve around questions that often fall under the realms of multiliteracies, new literacies, media literacy, scientific literacy, trans-disciplinary thinking, creativity, and so on.

Irrespective of what questions I am working on, I acknowledge the role of multiple modes of meaning-making and representation in our learning environments. This, of course, comes with several implications for instruction, assessment, student engagement, acknowledgement of students’ out-of-school literacies, acknowledgement of students’ multimodal literacies, and so on. Above all, acknowledging multiple ways of making and representing meaning opens doors for multiple, more inclusive, and just ways to understanding what it means to be literate.

Here is a quick peek into what I am working on these days:


  • the process of meaning-making and intertextuality in multimodal environments
  • the process of comprehension and composition using multimodal texts
  • understanding a culture of multiliteracies in- and out-side schools
  • the role of technology and new media in defining what it means to be literate


  • the role of aesthetics in science
  • understanding the significance of scientific literacy in non-science disciplines
  • how science and humanities complement one-another
  • the role of creativity and cross-disciplinary connections in science and mathematics
  • creative avocations of professionals