Dr. Hébert’s research examines barriers to engagement with digital literacies and multiliteracies in K-12 classrooms, including: teacher pedagogical support; curriculum, policies, and practices in teacher education; parental engagement; and issues of equity and access in technological and technologically-mediated environments. Her work with students, teachers, teacher candidates, and parents in this area has centered mainly on digital game-based learning, digital storytelling, and maker pedagogies. Dr. Hébert’s research also examines multimodal assessment practices, assessment in teaching and teacher education, reflective practice, place-based inquiry, and curriculum studies.
