Judith Kalman (Ph.D. University of California, Berkeley, 1993) is a professor at the Department of Educational Research of the Center for Research and Advanced Studies of the IPN since 1993 where she served as head of the department from 1999 to 2003.

Her research interests center on the social construction of literacy and digital culture. She currently directs the Laboratory of Education, Technology and Society (www.lets.cinvestav.mx/), a space for reflection, the exchange of ideas, design, and research shared by graduate students, classroom teachers and researchers.

In 2002, she was the recipient of the 2002 International Literacy Research Prize awarded by UNESCO and is a member of the Mexican Academy of Science since 2004. In 2015 she was awarded an Honorary Appointment at the University Nacional of Argentina, Nordeste for her professional achievements and contributions to literacy research, and in 2019, she received an Honorary Doctorate Degree from the National University of Cordoba, Argentina for her innovative approach to literacy research and its implications for teachers, learning, and educational policy.

She has published 14 books, over 100 articles and chapters in Spanish, English, French and Portuguese on reading and writing in the social world and has participated in the development of teaching and learning materials in the language arts, for adult learners, instructors, and basic education programs. Her current project is a study of literacy and digital technology use in a marginalized community in Mexico City.

Some of her recent publications include Kalman, J., & Hernández, O. (2018). The making of survival. Technology, literacy, and learning in two microenterprises in Mexico City. Information Technologies & International Development, 14, 81–95; Knobel, M. & Kalman, J (2015) New Literacies and Teacher Learning: Professional Development and the Digital Turn New York: Peter Lang, and Bloom, Kalman and Seymour (2019), Fashioning Literacy as Social in Bloome, Castanheira, Leung, and  Roswell (eds), Retheorizing literacy practices, New York: Routledge, 15-29.