Bio

Kelly C. Johnston, Ed.D., is an Assistant Professor of Literacy. Dr. Johnston’s research interests include sociocultural, critical, and affective approaches to children and youths' engagement with literacy in interdisciplinary spaces. Along with her research on reimagining schooled literacies, Dr. Johnston is currently examining the integration of literacy with physical activity, health, and wellness. Both of these projects seek to produce more equitable and just opportunities for children and youth who have been marginalized due to cultural, linguistic, racial-ethnic, and neurodiverse identities and practices.

In 2020, Dr. Johnston was awarded the John Laska Dissertation Award in Teaching from the American Association for Teaching and Curriculum.

Dr. Johnston teaches undergraduate and graduate courses in the Department of Curriculum & Instruction. Before coming to Baylor, Dr. Johnston taught graduate courses at Teachers College, Columbia University, and at The City College of New York while working as a research fellow in the Department of Curriculum and Teaching at Teachers College, Columbia University.

If you are interested in pursuing a funded graduate research fellowship with Dr. Johnston, please email her directly: Kelly_Johnston@Baylor.edu

Degrees (3)

Ed.D. Curriculum and Teaching
2018
Teachers College, Columbia University

M.Ed. Reading Education
2011
Texas State University

B.S. Interdisciplinary Studies
2004
Baylor University

Research Interests (1)

Research Interests

Literacy in schools and communities

Integrating literacy pedagogy in alternative contexts and spaces

Critical literacies

Affective and sociocultural approaches to literacy

Select Publications (13) Showing 5 of 13. Showing 13 of 13. Show All Show Less

Dr. Kelly C Johnston, published Refining Literacy Pedagogy through Practitioner Inquiry Partnerships in The Reading Teacher, 2021, with co-author(s) Dr. Tracy Harper.

From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

Dr. Kelly C Johnston in Journal of Research in Childhood Education, 2021, with co-author(s) Dr. Lakeya Omogun, University of Texas, and Crystal Lee, North Carolina State University.

Rethinking “availability” in multimodal composing: Infrastructures of digital design

Dr. Kelly C Johnston in Journal of Adolescent and Adult Literacy, Vol. 64, Issue 3, p. 259-270, 2020, with co-author(s) Dr. T Phillip Nichols.

Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

Dr. Kelly C Johnston in Physical Education and Sport Pedagogy, 2020, with co-author(s) Dr. R Marttinen, George Mason University, S Flory, University of South Florida, and B Meza.

“The Day You Begin”: Using children’s lived experiences as a tool for cultivating critical consciousness

Dr. Kelly C Johnston, published The Day You Begin: Using children’s lived experiences as a tool for cultivating critical consciousness in Multicultural literature in the content areas: Transforming K-12 classrooms into engaging, inviting, and socially conscious spaces.

Affective literacies in the classroom

Dr. Kelly C Johnston, published Affective Literacies in the Classroom in Literacy Today magazine, a publication of the International Literacy Association, 2020.

Assemblaging communities: Looking at how communities work for enacting critical literacies pedagogy in the classroom

Dr. Kelly C Johnston, published Assemblaging communities: Looking at how communities work for enacting critical literacies pedagogy in the classroom in English Teaching: Practice & Critique, Vol. 19, Issue 1, p. 121-135, 2020.

Tapping into the Feeling Power: Considering the Affordances of the Affective Nature of Multimodal Literacies

Dr. Kelly C Johnston, published Tapping into the Feeling Power: Considering the Affordances of the Affective Nature of Multimodal Literacies in Language Arts, Vol. 97, Issue 3.

Implementing the REACH after-school programme for youth in urban communities: Challenges and lessons learned

Dr. Kelly C Johnston, published Implementing the REACH after-school programme for youth in urban communities: Challenges and lessons learned in European Physical Education Review, 2019, with co-author(s) R Marttinen, George Mason University, R Fredrick, Queens College, City University of New York, S Phillips, Hofstra University, and D Patterson, California State University, Fullerton.

First Opinion: Fostering Thinking and Imagination through Science, Mathematics, and the Human Experience

Dr. Kelly C Johnston, published First Opinion: Fostering Thinking and Imagination through Science, Mathematics, and the Human Experience in First Opinions, Second Reactions, Vol. 12, Issue 1, p. https://docs.lib.purdue.edu/fosr/vol12/iss1/7/.

Rootedness Research: Local Possibility Amid a Cosmopolitan Network

in The William & Mary Educational Review, Vol. 5, Issue 1, 2018.

REACH Harlem: Young Urban Boys’ Experiences in an After-School Physical Activity Positive Youth Development Program

in Physical Education and Sport Pedagogy, 2019.

Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space

Dr. Kelly C Johnston, assistant professor, published Girls' Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space in Journal of Youth Development, Vol. 14, Issue 1, p. 93-111, with co-author(s) Risto Marttinen, George Mason University, and Ray Fredrick, Queens College, City University of New York.

Awards & Honors (3)

John Laska Dissertation Award

Dr. Kelly C Johnston, received John Laska Dissertation Award in Teaching from American Association for Curriculum and Teaching, January 1, 1970.

Emerging Scholar Fellowship

Dr. Kelly C Johnston, received Emerging Scholars Fellowship Award from The Reading Hall of Fame, July 2019.

Dissertation Award

Dr. Kelly C Johnston, received the Timothy & Cynthia Shanahan Outstanding Dissertation Finalist from International Literacy Association, June 1, 2019.

Professional Leadership (1)

Board Member, Directed Energy

Dr. Kelly C Johnston; Board Member; Directed Energy.

Courses (8)

Independent Study: Multimodality and Literacy

Independent Study: Critical Literacies

TED 4303: Comprehension of Expository Texts

EDC 5312: Literacy, Equity, and Students’ Lives

TED 3380: Social Issues in Education

Independent Study: Literacy Innovations across Content Areas

EDC 5321: Contemporary Curriculum and Analysis

EDC 6312: Curriculum Inquiry and Analysis