- Professor of Information Studies
- Bernard and Martin Breslauer Professor of Bibliography
- Ph.D, Ecriture, University of California, Berkeley, 1986
- M.A. Visual Studies, Berkeley, 1982
- B.F.A., Printing, California College of Arts and Crafts,
Teaching & Research Interests
- History of the book
- Alphabet historiography
- Modeling interpretation for electronic scholarship
- Digital aesthetics
- Design of information visualization
SpecLab: Digital Aesthetics and Speculative Computing (Chicago: University of Chicago Press, 2009)
Graphic Design History: A Critical Guide, with Emily McVarish (Englewood Cliffs, NJ: Pearson/Prentice Hall, 2008).
“Digital Provocations and Applied Aesthetics” Projects in Speculative Computing,” Small Tech: The Culture of Digital Tools, Byron Hawk, David M. Rieder, and Ollie Oviedo, eds., (Minneapolis, MN: Univerisity of Minnesota Press, 2008) pp.150-165.
“The Virtual Codex,” A Companion to Digital Literary Studies, Ray Siemens, ed. (Oxford: Blackwell Publishing, 2007) pp.216-232.
“Quantum Leap: Beyond Literal Materiality,” Looking Closer 5, (NY: Allworth Press, 2006) pp.26-31.
- Associate Professor of Education (and Information Studies)
- Ph.D., Educational Psychology, University of Chicago, 1994
Teaching & Research Interests
Kim Gomez' work is centered in examining teachers’ and students’ development and use of literate practices in formal and informal contexts. She considers investigation and support of literate practices as a foundational area of inquiry because of its singularly important role in providing access to educational opportunity, and supporting equitable achievement and attainment outcomes. Her aim is to inform the design and study of interventions that contribute to theoretical understanding, and useful and usable approaches to leveraging language and literacy tools particularly in mathematics, science, and technology use. She approaches inquiry into literate practices as a learning scientist. This orientation emphasizes the primacy of context in designing tools, routines and interventions, and in understanding the development, experience, and outcomes associated with learning. In addition, her approach to the design of educational interventions and professional development is reflected in the collaborative and participatory nature of the work with teachers, and other frontline practitioners. She has 3 research strands: 1) improving access to disciplinary learning, particularly for middle school, secondary, and community college students in mathematics and science classrooms; (2) supporting improved classroom contexts, pedagogy, curricula, and assessments for through language and literacy-infused mathematics and science design; (3) engaging in developmental evaluation research in school reform efforts, afterschool programs, and career technical education settings.
Zywica, J., Gomez, K., Matsumura, L. (in press). Creating new figured worlds through media literacy: Developing identity in a Language Arts classroom. International Journal of Learning and Media.
Gomez, K. & Lee, U-S. (2015) Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age, Interactive Learning Environments, 23:5, 634-652
Gomez, K., Gomez, L., Rodela, K., Horton, E., Cunningham, J., & Ambrocio, R. (November, 2015). Embedding language support in developmental mathematics lessons: Exploring the value of design as professional development for community college mathematics instructors. Journal of Teacher Education, Special Issue on Improvement in Education.
Wardrip, P., Gomez, L., & Gomez, K. (2015). We modify each other’s lessons: the role of literacy work circles in developing professional community, Teacher Development: An International Journal of Teachers’ Professional Development.