Faculty Publications

Browse recent publications from 2016-2017.

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Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017).

“You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.

Anderson, J., Anderson, A., & Rajagopal, H. (2017).

Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.

Anderson, J. (2017).

Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf

Anderson, J., Anderson, A., & Sadiq, A. (2017).

Family literacy programmes and young children’s language and literacy development: Paying attention to families’ home language. Early Child Development and Care, 187 (3–4), 644–654.

Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017).

Children’s funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.

Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016).

“Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.

Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016).

Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.

Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016).

Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.

Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016).

Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.

Asselin, M., & Doiron, R. (2016).

Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.

Belliveau, G., Shigematsu, T., & Wasserman, J. (2017).

Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.

Belliveau, G. (2017).

Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada’s Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.

Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017).

A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.

Boydell, K. & Belliveau, G. (1). (Eds.) (2017).

A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.

Belliveau, G. (2017).

Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.

Belliveau, G. & Nichols, J. (2017).

Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)

Belliveau, G. (2016).

Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.

Belliveau, G., & Irwin, R. (2016).

Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.

Belliveau, G., & Westwood, M. (Eds.) (2016).

Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC.

Belliveau, G., & Lea, G. (Eds.) (2016).

Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books.

Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016).

AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.

Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016).

Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.

Belliveau, G., & Prendergast, M. (2016).

Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.

Xu, Y., & Belliveau, G. (2016).

海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144

Lea, G., & Belliveau, G. (2016).

Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.

Belliveau, G., & Prendergast, M. (2016).

Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, R. Gibson, & M. Anderson(Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.

Bournot-Trites, M. (2017).

Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.

Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016).

Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.

Taylor, E., & Bryson, M. (2016).

Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.

Early, M., Dagenias, D., & Carr, W. (2017).

Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.

Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017).

Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. Advance online publication. doi: 10.1177/0829573516688596

Carr, W. (2016).

Afterword. In M. Filipenko, & J. Naslund (Eds.), Problem-based learning in teacher education (pp. 223–227). New York: Springer.

Cervatiuc, A. (2017).

Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.

Lee, J.S., & Corella, M. (2017).

Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.

Gunderson, L., & D’Silva, R. (2016).

Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.

Duff, P. & Anderson, T. (2016).

Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.

Duff, P., & Abdi, K. (2016).

Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.

Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016).

A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.

Duff, P. (2016).

Language teachers’ identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.

Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., & Stranger-Johannessen, E. (2017).

Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.

McTavish, M. & Filipenko, M. (2016).

Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies. Journal of Digital Learning in Teacher Education, 32 (2). 73-81. DOI:10.1080/21532974.2016.1138914

Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016).

Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.

Galla, C.K. (2016).

Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137

Henry, A. (2017).

Culturally relevant pedagogies: Possibilities and challenges for African Canadian Children [Special issue: Twenty-year retrospective of culturally relevant pedagogy, G. Ladson-Billings, & A. Dixon (Eds.)]. Teachers College Record, 119(1), 1-27.

Henry, A. (2016).

An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.

James, K. (2017).

Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.

Peña, E., & James, K. (2016).

A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.

James, K. (2016).

Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.

Early, M., & Kendrick, M. (2017).

21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.

Johnson, L., & Kendrick, M. (2017).

“Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.

Kendrick, M., & Namazzi, E. (2017).

Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.

Kendrick, M. (2017).

Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.

Kendrick, M. (2016).

Literacy and multimodality across global sites. London, UK: Routledge. (Literacies Series). https://www.routledge.com/products/9780415859790

Collier, D. R. & Kendrick, M. (2016).

I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187

Kubota, R. (2016).

Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.

Kubota, R. (2016).

A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).

Kubota, R. (2016).

Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.

Kubota, R., & Okuda, T. (2016).

Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.

Kubota, R. (2016).

Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.

Kubota, R. (2016).

The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.

Kubota, R. (2016).

The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.

Leggo, C. (2017).

The vocation of poetry: Writing a lively love of the world. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 276–297). Lunenburg, NS: MacIntyre Purcell Publishing.

Walmsley, H., Cox, S. M., & Leggo, C. (2017).

“It’s a trash”: Poetic responses to the experiences of a Mexican egg donor. Art/Research International: A Transdisciplinary Journal, 2(1), 58–88.

Hasebe-Ludt, E., & Leggo, C. (2016).

Provoking a curricular métissage of polyphonic textualities. Journal of the Canadian Association for Curriculum Studies, 14(1), 1–5.

Leggo, C. (2016, July 21).

Al Pittman: Savory on the Tongue. [Blog post for Brick Books’ Celebration of Canadian Poetry, week 82]. Available at: http://www.brickbooks.ca/week-82-al-pittman-presented-by-carl-leggo/

McKerracher, A., Sinner, A. Hasebe-Ludt, E., Leggo, C., Rak, S., Ahn, C., & Boschee, J. (2016).

When is the teacher? Reflections on life writing, social fiction, and film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107.

Wiebe, S., Guiney Yallop, J., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K., & Leggo, C. (2016).

Poetic inquiry of and on play [Special capsule issue on children’s play]. Canadian Journal of Education, 39(3), 1–26.

McLarnon, M., Richardson, P., Wiebe, S., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, E. A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., & Vaudrin-Charette, J. (2016).

The school bus symposium: A poetic journey of co-created conference space. Art/Research International: A Transdisciplinary Journal, 1(1), 141–173.

Leggo, C. (2016).

A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.

Norman, R., & Leggo, C. (2016).

Hearing echoes. Toronto: Inanna Publications.

Leggo, C. (2016).

Remembering. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling psychology (pp. 141–144). Vancouver, BC: University of British Columbia.

Leggo, C. (2016).

Lingering with words: Developing creative writing and living creatively. In R. Kelly (Ed.), Creative development: Transforming education through design thinking, innovation, and invention (pp. 127–132). Edmonton, AB: Brush Education.

Leggo, C. (2016).

Tuesdays with Mr. Burns. In A. Cole (Ed.), Professorial paws: Dogs in scholars’ lives and work (pp. 299-321). Halifax: Backalong Books.

Leggo, C. (2016).

The unpredictability of bliss: A grandfather’s poetic riffs. In K. T.Galvin & M. Prendergast (Eds.), Poetic inquiry II: Seeing, caring, understanding: Using poetry as and for inquiry (pp. 51–70). Rotterdam, NL: Sense Publishers.

Leggo, C. (2016).

The curriculum of wonder: Poetry as play, prophecy, & pedagogy. In N. Ng-a-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible in education (pp. 5–28). New York: Routledge.

Gouzouasis, P., & Leggo, C. (2016).

Performative research in music and poetry: An intercultural pedagogy of listening. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge international handbook of intercultural arts research (pp. 454–466). New York: Routledge.

Li, G. (2016).

Learning to become an online instructor of teacher education: From a technicist paradigm to a culturally reflective approach. International HETL Review, 6. Available at: https://www.hetl.org/learning-to-become-an-online-instructor-of-teacher-education-from-a-technicist-paradigm-to-a-culturally-reflective-approach

Ma, W., & Li, G. (Eds., 2016).

Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.

Li, G. (2016).

Foreword: Dispelling the myths about metacognitive reading strategies instruction. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. ix–xii). New York: Roman & Littlefield Publishers.

Li, G. (2016).

Foreword: Who should be concerned about Asian American stereotypes in textbooks, and why? In H. Nicholas & D. Scott (Eds.), Asian/American Curricular Epistemicide: From being excluded to becoming a model minority (pp xi-xiv). Rotterdam: Sense Publishers.

Wen, K., & Li, G. (2016).

Chinese students’ heritage language learning in the United States: Issues and Challenges. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.

Li, G., & Ma, W. (2016).

Introduction: Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.

Wen, M., & Li, G. (2016).

Conclusion: Looking beyond the stereotypes and moving forward: Cultivating the hearts and minds of Chinese-heritage learners. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.

Li, G. (2016).

Social class, culture and Asian children’s home and school literacy connection: The case for cultural reciprocity in early literacy education. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), The intersection of culture, language and learning in early childhood in the contexts of communities, families and schools (pp. 103–122). New York: Routledge.

Harrison, E. & McTavish, M. (2016).

“i”Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy. DOI: 10.1177/1468798416653175

McTavish, M. & Lenters, K. (2016).

Reconceptualizing “family time” in family literacy programs: Lessons learned from refugee and immigrant families. The intersection of language, learning, and culture in early childhood: Home, school and community contexts. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning, and culture in early childhood: Home, school, and community contexts (pp. 163–179). New York: Routledge.

De Costa, P., & Norton, B. (Eds., 2017).

Transdisciplinarity and language teacher identity [Special supplement]. Modern Language Journal, 101(S1).

De Costa, P., & Norton, B. (2017).

Introduction: Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101(S1), 3–14.

Stranger-Johannessen, E., & Norton, B. (2017).

The African Storybook and language teacher identity in digital times. Modern Language Journal, 101(S1), 45–60.

Norton, B. (2017).

Learner investment and language teacher identity. In G. Barkhuizen (Ed.) Reflections on Language Teacher Identity Research (pp. 80–86). New York: Routledge.

Norton, B. (2017).

Identity and English language learners across global sites. In L. Wong, & K. Hyland (Eds). Faces of English education: Students, teachers and pedagogy (pp. 13–27). Oxon: Routledge.

Darvin, R., & Norton, B. (2017).

Identity, language learning, and critical pedagogies in digital times. In J. Cenoz, D. Gorter, & S. May (Eds.), Encyclopedia of Language and Education: Vol. 6, Language awareness and multilingualism, (3rd ed., pp. 43–54). Springer.

Haghighi, F. M., & Norton, B. (2017).

The role of English Language Institutes in Iran. TESOL Quarterly, 51(2), 428–438. doi: 10.1002/tesq.3

Norton, B. (2016).

Identity and language learning: Back to the future. TESOL Quarterly, 50(2), 475–479.

Darvin, R., & Norton, B. (2016).

Investment and language learning in the 21st century. Langage et Société, 157(3), 19–38.

Norton, B. (2016).

Preface. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. xxii-xxiv). New York: Routledge.

Norton, B. (2016).

Preface. In L. Jacob & C. Hastings (Eds.) Social justice and English language teaching (pp. vii-viii). Annapolis MD: TESOL Press.

De Costa, P., & Norton, B. (2016).

Identity in language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 586–601). Abingdon: Routledge.

Paré, A. (2017).

The once and future writing centre: A reflection and critique. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 1–8.

Marshall, E., & Rogers, T. (2017).

Youth, poetry, and zines: Rewriting the streets as home. Bookbird 55(2), 28–36.

Rogers, T. (2016).

Youth arts, media, and critical literacies as forms of public engagement in the local/global interface. Literacy Research: Theory, Method, and Practice, 65(1), 268–282.

Rogers, T., & Winters, K. (2016).

Textual play, satire and counter discourses of street youth ‘zining practices. In D. Alvermann (Ed.), Adolescents’ online literacies: connecting classrooms, media, and paradigms (2nd ed). New York: Peter Lang.

Shi, L. (2017).

Two expatriate English instructors in China: Their experiences and perspectives of local students and teachers. Canadian Modern Language Review, 73, 1–23.

Shi, L., & Lin, R. (2016).

Teaching English as a global language in the age of neoliberalism: A case study of an expat English instructor in China. In S. Guo, & G. Yan (Eds.) Spotlight on China: Chinese education in the globalized world (pp. 169–186). Rotterdam: Sense Publishers.

Shi, L. (2016).

Textual appropriation in two discipline specific writing tasks. Writing and Pedagogy, 8(1), 91–116.

Tierney, R. J. (2017).

Populism and literacy consciousness in uncertain global times. Journal of Literacy Research, 49(3), 4–7.

Tierney, R. J., & Wei, K. (2016).

Knowledge globalization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research in the Early 21st Century. American Educational Research Journal, 53(6), 1759–1791. doi:10.3102/0002831216678320

Beach, R., & Tierney, R. J. (2016).

Toward a theory of literacy meaning making within virtual worlds. In S. Israel (Ed.), Handbook of research on reading comprehension (vol. 2). New York: Guildford Press.

Wernicke, M. (2016).

Hierarchies of authenticity in study abroad: French From Canada versus French from France? Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 19(2), 1–21.