Malayna directs the Faculty of Information’s Learning Hub. In this role, she coordinates programs that support student and faculty learning and well-being across the Faculty of Information. She earned her Ph.D. and M.A. in the Learning Sciences at Northwestern University, where she studied literacies, resource pedagogies, and teacher identity. She holds a B.A. in English from Wesleyan University in Connecticut, where she studied literature and nonfiction writing. Malayna taught at Northwestern University, the University of Maryland, and West Virginia University, before coming to the University of Toronto.
Malayna BernsteinAssistant Professor, Teaching Stream , Director, Learning Hub
- Office: BL 615
Malayna’s research examines the cognitive and cultural dimensions of learning in diverse settings. She has served as a qualitative methodologist on a wide range of empirical projects, including examinations of teacher identity development during the West Virginia school strikes, women battling the opioid epidemic, fire fighters’ health, and student athlete’s experiences with racism. Much of this work builds from a participatory action research framework, in which she fosters collaborative research efforts among research participants and investigators.
Bernstein, M., Anderson, A. & Nolan J.J. (in press). Pedagogy of transformation: Empowering, connecting, and galvanizing change agents and white supremacy resistors at a rural, predominantly white institution of higher education. In Book Series: Equity in Higher Education Theory, Policy, & Praxis (Vol. 14) V. Stead (Ed.) Toward Abolishing White Supremacy in Higher Education. New York, NY: Peter Lang Publishing.
Slocum, A. & Bernstein, M., with Nestor, H., Staggers, J. & Tanzey, E. (in press). Traversing the capitol, the corner, and the classroom: West Virginia teachers staking their claim. In D. D’Amico Pawlewicz (Ed.) Walkout: Teacher Militancy, Activism, and School Reform, Charlotte, N.C.: Information Age Publishing.
Luna, M., Bernstein, M., & Walkoe, J. (2020). Attention, Awareness, and Analysis: Video Clubs as Meaningful Venues for Teacher Noticing and Culturally-Sustaining Pedagogy. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 2401-2402). Nashville, Tennessee: International Society of the Learning Sciences.
Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M., & Bernstein, M. (2020) Digital Divide among Higher Education Faculty. Journal of Computing in Higher Education
Wooding, C. B., Bernstein, M., Cormier, M. & Zizzi, S. (2018). An exploration of factors that influence West Virginia firefighters’ health behaviors. The Journal of Ethnography and Qualitative Research, 13, 134–154.
Lee, S. H., Bernstein, M., Georgieva, Z. & Olthouse, J. (2018). Online collaborative writing revision intervention outcomes for struggling and skilled writers: An Initial Finding. Preventing School Failure: Alternative Education for Children and Youth, 23(5).
Slocum, A., Hathaway, R. & Bernstein, M. (2018). Striking signs: The diverse discourse of the 2018 West Virginia teachers’ strike. English Education, 51(4).
Lee, S.M., Bernstein, M., Etzel, E. & Gearity, B. (2018). Student-athletes’ experiences with racial microaggressions in sport: A Foucauldian discourse analysis. The Qualitative Report 23(5).
Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M., & Bernstein, M. (2018). Development of an instrument to measure Faculty’s information and communication technology access (FICTA). Education and Information Technologies, 23(1), 253-269.
Murphy, A. N., Luna, M. J., & Bernstein, M. (2017). Science as experience, exploration, and experiments: elementary teachers’ notions of ‘doing science’. International Journal of Science Education, 1-21.
Coker-Cranney, A., Watson, J., Bernstein, M., Voelker, D. & Coakley, J. (2017). How Far is Too Far? Understanding identity and overconformity in collegiate Wrestlers. Qualitative Research in Sport, Exercise and Health, 18(1), DOI: 10.1080/2159676X.2017.1372798
Levine, S., & Bernstein, M. (2016). Opening George Hillocks’s Territory of Literature. English Education, 48(2).
Selmer, S., Bernstein, M. & Bolyard, J. (2016). Multilayered knowledge: understanding the structure and enactment of teacher educators’ specialized knowledge base, Teacher Development, 20(4), 437-457, DOI: 10.1080/13664530.2016.1173578
Schmid, O. N., Bernstein, M., Shannon, V.R., Rishell, C. & Griffith, C. (2015). “It’s not just your dad and it’s not just your coach: The dual-role relationship in female tennis players.” The Sport Psychologist 29(3).
Bernstein, M. (2014). Three Planes of Practice: Examining Intersections of Reading Identity and Pedagogy. English Teaching: Practice and Critique, 13(3).