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Lalitha Vasudevan

Professional Background

Educational Background

B.A. in Psychology, University of Pennsylvania
Ph.D. in Education, University of Pennsylvania

Scholarly Interests

Communication and New Media; Adolescent Literacies; Media Literacy; Multimodal storytelling; Anthropology of Education

Selected Publications


Vasudevan, L. & DeJaynes, T. (Eds.) (2013). Arts, media, and justice: Multimodal explorations with youth. New York: Peter Lang.

Hill, M.L. & Vasudevan, L. (Eds.) (2008). Media, Learning, and Sites of Possibility. New York: Peter Lang.


Vasudevan, L., Rodriguez Kerr, K., Hibbert, M., Fernandez, E., & Park, A. (2014). Cosmopolitan Literacies of Belonging in an After-school Program With Court-Involved Youths. Journal of Adolescent and Adult Literacy. 57(7), 538-548. [Listen to author podcast here]

Vasudevan, L. (2014). Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth. Curriculum Inquiry, 44(1), 45-67.

Johnson, E. & Vasudevan, L. (2012). Seeing and hearing students' lived and embodied critical literacy practices. Theory into Practice, 51(1), 34-41.

Vasudevan, L., Stageman, D., Rodriguez, K., Fernandez, E., & Dattatreyan, E. (2010). Authoring new narratives with youth at the intersection of the arts and justice. Perspectives on Urban Education, 7(1), 54-65.

Vasudevan, L. (2010). Education remix: New media, literacies, and emerging digital geographies. Digital Culture and Education. 2(1), 62-82.  

Vasudevan, L. (2009). Performing new geographies of teaching and learning. English Education. 41(4), 356-374.

Vasudevan, L. & Campano, G. (2009). The social production of adolescent risk and the promise of adolescent literacies. Review of Research in Education. 33(1), 310-353.

Vasudevan, L. (2006). Making known differently: Engaging visual modalities as spaces to author new selves. E-Learning, 3(2). Available:


Vasudevan, L., DeJaynes, T., & Schmier, S. (2010). Multimodal pedagogies: Playing, teaching, and learning with adolescents' digital literacies. In D. Alvermann (Ed.). Adolescents' online literacies: Connecting classrooms, media, and paradigms (pp. 5-25). New York: Peter Lang.

Leander, K. & Vasudevan, L. (2009). Multimodality and mobile culture. In C. Jewitt (Ed.) Handbook of multimodal analysis. (pp. 127-139). London: Routledge.

Vasudevan, L. (2008). "A picture can do things words can't:" Transforming representations in literacy research. In J. Flood, D. Lapp, & Heath, S.B. (Eds.), Handbook of research on teaching literacy through the visual and communicative arts, volume 2. (pp. 187-194). Mahwah, NJ: Lawrence Erlbaum Associates.

Schultz, K., Vasudevan, L., & Throop, R. (2007). Adolescent Literacy in a Global Society. In B. Guzzetti (Ed.), Literacy for the New Millenium: Adolescent Literacy (pp. 12-36). Portsmouth, NH: Greenwood.

MSTU 4012: Video as art: An exploration

This course will take an aesthetic approach to the exploration of emerging forms of video, including anime, music videos, do-it-yourself video, video sharing websites, and more. Students will be engaged in video production throughout the course. Special fee: $45.

MSTU 4023: Cinema as cross-cultural communication

Analyzes how films explore culture. Discussion of the film as well as the cultural messages portrayed. Special fee: $45.

MSTU 4024: Television and the Development Of Youth

This course brings a sociocultural lens to issues related to youth (including children and adolescents) and the evolving terrain of television. Students will review research and theories and experiment with media production in this course. No prior media production experience is necessary. Special fee: $45.

MSTU 5002: Culture, media and education

In this course, we consider the cultural implications of media and technologies for education by pairing theoretical frameworks with case studies and other examples of empirical research. Media production is required.

MSTU 5004: Digital geographies and virtual spaces

Explore newly-developed spaces and consider how the evolving relationship between new technologies and new modes of communication and literacy are making these spaces available.

MSTU 6600: Colloquium in Communication, Computing, and Technology in Education

Continuous participation required of certified doctoral students. Discussion of critical issues, reading of key works, formal proposal of dissertation topics, presentation of work in progress, and conversations with leaders in the field. Special fee: $35.

Centers and Projects

Center for Multiple Languages and Literacies

The Center for Multiple Languages and Literacies (CMLL) focuses on the challenges occasioned by the multiplicity of languages and literacies in the 21st century. CMLL conducts and disseminates research on how different languages and literacies can be used as resources to advance human development, education, and intercultural understanding. CMLL also promotes dialogue across societies and groups through lectures, conferences, and the Internet. In addition, it supports educators in using research to inform practice. CMLL's work is elaborated in the context of a world characterized by greater flows of people, information, goods and services within and across national boundaries. CMLL is distinctive because of its emphasis on international and transcultural societies, with New York City as an expression of such a society, and its attention to educational systems, including schools, families, religious institutions, community centers, the workplace, and the media.

iDesign Studio

As innovators in the fields of both education and technology, students in CCTE adopt the role of reflective practitioner in their research. As such, the body of research available to and being developed by students in Computing, Communications and Educational Technology is often a hybrid between emprical projects and more traditional forms of published knowledge.

When developing projects, students generally are responding to important ideas or beliefs held by colleagues implicitly in their work. They also accumulate knowledge in their design or implementation to build upon knowledge in their field. In an effort to

  • make implicit knowledge accumulated in the process of design and implementation more explicit to all CCTE students,
  • develop a shared body of resources for students in CCTE to benefit from personally and collectively, and
  • offer the community of scholars and developers interested in similar issues,

CCTE students and affiliates have developed a Web presentation of their own intelligent, innovative, and thought-provoking projects.