Dr. Diane R. Collier

Associate Professor (PhD), Department of Educational Studies

Available for Graduate Advisement.

Photo of Dr. Diane Collier

St. Catharines, ON
Office: WH364
905 688 5550 x6146

Dr. Collier conducts research in the areas of multimodalities and literacies with a special interest in connections across home and school.

Using qualitative and ethnographic case study methodologies her work focuses on the processes of textmaking, how children use everyday resources (particularly, images), and what can be learned from children about their consumption and production of multimodal, cultural, and digital texts.

Her research interests also include ethical considerations of children’s participation in research, teaching for social justice, and the use of children’s literature in classrooms.

  • Literacies
  • Everyday culture
  • Participatory research
  • Writing and inquiry
  • Ethnography and visual methods
  • President, Language and Literacy Researchers of Canada (2017-2019)
  • Co-editor, Literacy (United Kingdom Literacy Association (November 2018-2021)
  • Social Justice Research Institute (member)
  • Social Justice and Equity Studies, Master’s – affiliate
  • Literacy Research Association (member)

Harwood, D. & Collier, D. (In Press). “Talk into my GoPro, I’m making a movie!”: Using digital ethnographic methods to explore children’s sociomaterial   experiences in the woods. In N. Kucirkova & J. Rowsell, (Eds.), The Routledge international handbook of learning with technology in early childhood. Routledge. Accepted January 2018.

Collier, D. (2018). Doodling, borrowing, and remixing: Children inquiring across digitized spaces. The Reading Teacher, 72(1), 125-130.

Perry, M. & Collier, D. (2018). What counts as creativity in education: An inquiry in the intersections of public, political, and policy discourses. Canadian Journal of Education, 41(1), 24-43.

Jaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Accepted by Italian Journal of Educational Technology, published online Mar 27, 2018 – http://ijet.itd.cnr.it/article/view/984.

Collier, D. (2017). Rescripting lives and imagining audiences through online multimodal composition. In R. Zaidi & J. Rowsell, (Eds.), Literacy lives in transcultural times (pp.136-154). New York, NY: Routledge. Invited.

Harwood, D. & Collier, D. (2017). The matter of the stick: Storying/(re-)storying children’s literacies in the Forest. Journal of Early Childhood Literacy, 17 (3), 336-352. Invited.

Rowsell, J. & Collier, D. (2017). Researching multimodality in language and education. In K. King & L. Yi-Ju (Eds.), Research methods in language and education. Vol. 10, 14 pp. 311-324.

Burke, A. & Collier, D. (2017). “I was kind of teaching myself”: Teachers’ conversations about social justice and teaching for change. Teacher Development, 21 (2), 269-287.

Collier, D. (2017). What kind of writer are you?: Glancing sideways at writers becoming. In T. Cremin & T. Locke (Eds.), Writer identity and the teaching and learning of writing (pp. 169-182). Oxon, New York: Routledge.

Collier, D. R. & Kendrick, M. (2016). I wish I was a lion, a puppy: A multimodal view of writing-process assessment. Pedagogies, 11 (2), 167-188.

Collier, D. & Rowsell, J. (2014). A room with a view: Revisiting the multiliteracies manifesto, twenty years on. Fremdsprachen Lehrer und Larnin, 43 (2), 12-28. Invited. http://periodicals.narr.de/index.php/flul/article/view/2150

Collier, D., Moffatt, L., & Perry, M. (2014). Talking, wrestling, and recycling: An investigation of three analytic approaches to qualitative data in education research. Qualitative Research, 15 (3), 389-404.

Collier, D. (2014). “I’m just trying to be tough, okay”: Masculine performances of everyday practices. Journal of Early Childhood Literacy, 15 (2), 203-226.

Collier, D. (2013). Relocalizing wrestler: Performing texts across time and space. Language and Education, 27 (6), 481-497.

Teacher Education Research and Practice in 21st Century Language and Literacies
Brock Match of Minds: $5000
Other: $3900

Impact and Collaboration in Arts-Informed Local/Global Research
CI: Dr. Mia Perry, University of Glasgow

YOMO – Youth Mobilities in Public and Digital Spaces
2016-2018 – Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant
CI: Dr. Mia Perry, University of Glasgow
Collaborators: Dr. Jennifer Rowsell, Brock University; Dr. Theresa Rogers, University of British Columbia
SSHRC funding: $58,589
Other funding: $3454

Blogging and Descriptive Feedback in Junior Classrooms
CI: Dr. Tiffany Gallagher, Brock University
Collaboration with Hamilton Wentworth Catholic District School Board (J. Eaton, T. Zupancic)
Funding: $1982

Visualizing Families: Visual Literacy and Photography
PI: Dr. Diane Collier
CIs: Dr. Jennifer Rowsell, Dr. Peter Vietgen
Funding: $6164

“If you go out in the woods today, you’re sure of a big surprise!”: Forest School Project
PI: Dr. Debra Harwood
Funding: $4500

Co-Investigator 2014-2019 – Social Sciences and Humanities Research Council (SSHRC) Insight Grant Award. Making/Re-Making Canadian Families: A Visual, Narrative, and Longitudinal Study of Family Practices and Family Photographs.
PI: Dr. Andrea Doucet, Sociology, Brock
CI: Dr. Jennifer Rowsell, Education, Brock
Funding: $309, 116

  • EDUC 8P30 (P/J Language Arts & Literacy – Concurrent)
  • EDBE 8P34 (P/J Language Arts & Literacy – Consecutive)
  • EDBE 8P42 (P/J Language Arts & Literacy – Consecutive)
  • EDUC 5P09 (Theories of Literacy-Graduate)
  • EDUC 5P31 (Families, Schools & Learning-Graduate)
  • EDUC 5P92 (Introduction to Educational Research – Graduate)