Dr. Kelly C Johnston, published Inquiry-based teacher writing groups as sites for professional learning and restorying identities in The Teacher Educator, 2022, with co-author(s) Dr. Amy Tondreau, University of Maryland Baltimore.
Activity in the Publications category:
Inquiry-based teacher writing groups as sites for professional learning and restorying identities
Proposing a politics of immediation for literacy studies, or what is possible for literacy studies beyond critical theory’s mediations?
Dr. Kelly C Johnston, published Proposing a politics of immediation for literacy studies, or what is possible for literacy studies beyond critical theory’s mediations? in The Handbook of Critical Literacies, 2021, with co-author(s) Dr. Christian Ehret, McGill University, and Jennifer Rowsell, University of Bristol.
Dis/comforting shelfies: Travelling literacies other-wise in disrupted times
Dr. Kelly C Johnston, published Dis/comforting shelfies: Travelling literacies other-wise in disrupted times in Digital Cultures and Education, Vol. 14, Issue 2, p. 18-26, 2022, with co-author(s) Dr. Amelie Lemieux, University of Montreal, and Fiona Scott, The University of Sheffield.
Refining literacy pedagogy through practitioner inquiry partnerships
Dr. Kelly C Johnston, published Refining Literacy Pedagogy through Practitioner Inquiry Partnerships in The Reading Teacher, Vol. 75, Issue 2, p. 169-177, 2021, with co-author(s) Dr. Tracy Harper, Texas A&M Corpus Christi.
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.