- PhD: Secondary English Education, The University of Alabama (2008)
- Master’s: English Education, Florida State University (2002)
- Bachelor’s: Literature, Florida State University (2001)
Areas of Expertise
digital literacies, new literacies, out-of-school literacies, adolescent literacy, qualitative methods, digital methods, digital humanities, frontier technologies, monitoring and evaluation methods.
Hannah R. Gerber, Ph. D. is a Professor of Literacy at Sam Houston State University and an Honorary Professor in the Department of Language Education, Arts, and Culture at the University of South Africa. Currently, she is the President of the International Council for Educational Media, one of the oldest organizations in the world dedicated to educational media (circa 1950). A former high school English teacher, Hannah’s research focuses on youth culture and digital practices, particularly adolescent videogaming practices and the literacy experiences that are developed within. Hannah’s work has won multiple research awards; most recently, she was awarded the “Divergent Award for Excellence in 21st Century Literacies Research” an award given to “recognize the indelible contributions of educators and scholars who have dedicated their careers to the theoretical and practical study of 21st century literacies”. Hannah has given over a dozen keynote addresses at national and international conferences across five continents. Additionally, her research has been discussed in mainstream media venues, such as Wired Magazine. With more than 70 published works to date, she has co-authored five books including most recently, Conducting Qualitative Research of Learning in Online Spaces (Sage). Her most recent research can be found in top peer-reviewed journals such as Journal of Adolescent and Adult Literacy, Tech Trends, The Qualitative Report, Educational Media International and English Journal. She is an Associate editor for the International Journal of Multiple Research Approaches and a founding co-editor of the Gaming Ecologies and Pedagogies book series as well as a standing columnist for Voice of Youth Advocates (VOYA) library science journal. She is passionate about mentoring new academics and burgeoning scholars in the field of digital literacy and she enjoys engaging doctoral students in critical and creative inquiry that will further the field of digital literacies and digital methods.
Abrams, S. S. & Gerber, H. R. (2021). Videogames, Libraries, and the Feedback Loop: Learning beyond the stacks. London, U.K.: Emerald Press.
Lynch, T. L. & Gerber, H. R. (2021). Social media analytics as mixed analysis approach. In Anthony J. Onwuegbuzie & Burke Johnson (Eds.). The Routledge Reviewer’s Guide to Mixed Methods Analysis. (pp. 219-226). New York, NY: Routledge.
Gerber, H. R. (accepted). Vod reviews, lans, learning, and literacies: An ethnographic examination into the competitive collegiate esports scene. L1: Educational Studies in Language and Literature. Special Issue “Games and Literacies”
Gerber, H. R., Sweeney, K., & Pasquini, E.(2019). Using API data to understand learning in league of legends: A mixed methods study. Educational Media International, 56 (2), 93-115.
Lynch, T. L. & Gerber, H. R. (2018). The ontological imperative when researching in the digital age. International Journal of Multiple Research Approaches, 10(1), 112-123.
Morris, A., Onwuegbuzie, A. J., & Gerber, H. R. (2018). Using MODES in online and offline spaces to extend comprehensive literature review processes. The Qualitative Report 23 (8), np.
Gerber, H. R., Abrams, S. S., Curwood, J., & Magnifico, A. (2017). Conducting Qualitative Research of Learning on Online Spaces. Thousand Oaks, CA: SAGE Publishers.
Gerber, H. R. (2017). eSports and streaming literacies: Learning in the digital era. Journal of Adolescent & Adult Literacy, 61(3), 343-345.
Gerber, H. R. (2017). How gamification misses the mark: Playing through failure. English Journal 106 (6), 88-90.
Gerber, H. R. & Lynch. T. L. (2017). Into the meta: Research methods for moving beyond social media surfacing techniques. Tech Trends 61 (3), 263-272.
Gerber, H. R. & Gaitan, L. (2017). “Let’s change already”: Cleaning up and making a difference with pro-social games. Educational Technology 57 (2), 55-61.
Neimeyer, D. & Gerber, H. R. (2015). Maker culture and minecraft: implications for the future of learning. Educational Media International 52 (3), 216-226.
Gerber, H. R., Abrams, S. S., Onwuegbuzie, A., & Benge, C. (2014). From Mario to FIFA: What case study research suggests about games-based learning. Educational Media International (51) 1, 16-34.
Abrams, S. S., & Gerber, H. R. (2014). Cross-literate digital connections: Contemporary frames for meaning making in english language arts classrooms. English Journal (103) 4, 18-24.
Abrams, S. S., & Gerber, H. R. (2013). Achieving through the feedback loop: Videogames, Authentic Assessment, and Meaningful Learning. English Journal (103)1, 95-103.
Gerber, H. R., & Price, D. (2013). Fighting baddies and collecting bananas: Teachers' perceptions of games-based literacy learning. Educational Media International (50) 1, 1-13.
Gerber, H. R., & Price, D. (2011). 21st century learners, writing, and new media: Meeting the challenge with game controllers. English Journal (2)101, 68-73.
Gerber, H. R. (2009). From the FPS to the RPG: Using video games to encourage reading YAL. The ALAN Review (36)3, 87-91.