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Matthew Hall




Matthew Hall


Office Phone
(609) 771-2146

Education 311


Matthew Hall (he/him) received his Ph.D. in Teaching and Learning with a focus on Literacy from New York University in 2013. His research examines how youth make meaning when interacting with multimodal texts, shifting relationships between writers and audiences in digital, networked spaces, and how to best integrate these new practices in educational settings. He teaches undergraduate and graduate courses focused on literacy instruction with a particular emphasis on elementary and middle school. Prior to pursuing his doctorate, Matthew Hall worked as a literacy coach and a public school teacher in New Jersey. He holds certifications in General Education, Special Education, Education for the Deaf and Hard of Hearing, and as a Reading Specialist. 


2013 – Ph.D., New York University, Teaching and Learning

2002 – M.Ed, The College of New Jersey, Special Education

2000 – B.S., The College of New Jersey, Deaf Education

Research Interests:

  • Multimodal composing practices
  • Visual literacy
  • New and digital literacies in K-12 classrooms
  • Digital, networked writing

Current Projects:

  • CLLE – Campaign for Language & Literacy Excellence

Selected Publications:

  • Smith, A., & Hall, M. (2021). Mobilities of youth print practices in cosmopolitan conversation video composition. In J. Avila (Ed.), Critical digital literacies: Boundary-crossing practices (pp 145-164). Brill.
  • Hall, M. & Stornaiuolo, A. (2020). Tracing networked writing in an online community through resonance maps. Learning, Culture, and Social Interaction, 24, 100287
    Stornaiuolo, A., Hull, G., & Hall, M. (2018). Cosmopolitan practices, networks, and flows of literacy. In K.A. Mills, A. Stornaiuolo, A. Smith, & J. Zacher Pandya (Eds.), The routledge handbook of digital writing and literacies research). Routledge.
  • Slobodzian, J., Pancsofar, N., Hall, M., & Peel, A. (2016). A closer look at the pragmatic model of mentored undergraduate research: Examples from one school of education. CUR Quarterly, 37(1), 41-45.
  • Hall, M. (2015). Composing in public: The ambient audiences of a writing lab. Journal of Adolescent and Adult Literacy, 59(3), 309-318.
    Smith, A., Hall, M. & Sousanis, N. (2015). Envisioning possibilities: Visualizing as inquiry in literacy studies. Literacy, 49(1).

Full CV