Centering Students as Designers: Engaging with Lowriders to the Center of the Earth
DOI:
https://doi.org/10.21900/j.rydl.v5i1.1222Keywords:
graphic novels, diversity, children's literatureReferences
Alighieri, Dante. The Divine Comedy: Inferno. Translated by John Ciardi, Modern Library, 1996.
Allen, Rick. “Looking for the Literary Canon.” Education Update, vol. 53, no. 8, 2011, pp. 1–7.
Anagnostopoulos, Dorothea. “Testing and Student Engagement with Literature in Urban Classrooms: A Multi-Layered Perspective.” Research in the Teaching of English, vol. 38, no. 2, 2003, pp. 177–212.
Anderson, Gary L., Katheryn Herr, and Ann Sigrid Nihele. Studying Your Own School: An Educator’s Guide to Practitioner Action Research. 2nd ed., Corwin Press, 2007. DOI: https://doi.org/10.4135/9781483329574
Applebee, Arthur N. Tradition and Reform in the Teaching of English: A History. National Council of Teachers of English, 1974.
Brugar, Kristy A., Kathryn L. Roberts, Laura M. Jiménez, and Carla K. Meyer. “More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives.” Literacy Research and Instruction, vol. 57, no. 2, 2018, pp. 183–208. DOI: https://doi.org/10.1080/19388071.2017.1351586
Camper, Cathy. Lowriders to the Center of the Earth. Illustrated by Raúl the Third, Chronicle Books, 2016.
Collier, Diane R., and Jennifer Rowsell. “A Room with a View: Revisiting the Multiliteracies Manifesto, Twenty Years on.” Fremdsprachen Lehren und Lernen, vol. 43, no. 2, Dec. 2014, pp. 12-28.
Connors, Sean. P. “Designing Meaning: A Multimodal Perspective on Comics Reading.” Teaching Comics Through Multiple Lenses: Critical Perspectives. Edited by Craig Hill, Routledge, 2016, pp. 13-26.
Cook, M. P. “Now I ‘See’: The Impact of Graphic Novels on Reading Comprehension in High School English Classrooms.” Literacy Research and Instruction, vol. 56, no. 1, Jan. 2017, pp. 21-53. DOI: https://doi.org/10.1080/19388071.2016.1244869
Cope, Bill, Mary Kalantzis, and Anna Smith. “Pedagogies and Literacies: Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis.” Theory into Practice, vol. 57, no. 1, 2018, pp. 5-11. DOI: https://doi.org/10.1080/00405841.2017.1390332
Dallacqua, Ashley K. and Annmarie Sheahan. “What do Olympians, Lowriders, and Shailene Woodley Have to do With Language Arts?: Making Space for Critical, Multimodal Texts in Canonical Classrooms.” Teaching the Canon in 21st Classrooms edited by Michael Macaluso and Kati Macaluso, Brill Sense, 2019, pp. 19-33. DOI: https://doi.org/10.1163/9789004389311_002
Dallacqua, Ashley K., Sara Kersten, and Mindi Rhoades. “Using Shaun Tan’s Work to Foster Multiliteracies in 21st Century Classrooms.” Reading Teacher, vol. 69 no. 2, 2015, pp. 207-217. DOI: https://doi.org/10.1002/trtr.1395
Duncan-Andrade, Jeffery Michael Reyes, and Ernest Morrell. The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools. Peter Lang, 2008. DOI: https://doi.org/10.3726/b12771
Dyches, Jeanne. “Power Reading: Agitating with Critical Disciplinary Literacy Think-Alouds.” English Journal, vol. 111, no. 3, 2022, pp. 75–83.
Dyches, Jeanne, and Brandon L. Sams. “Reconciling Competing Missions of English Education: A Story of Pedagogical Realism.” Changing English: Studies in Culture and Education, vol. 25, no. 4, 2018, pp. 370–83. DOI: https://doi.org/10.1080/1358684X.2018.1499006
El Chavo del Ocho. Created by Roberto Gómez Bolaños. Canal 8/El Canal de las Estrellas, 1972-1980.
Garcia, Antero, Allen Luke, and Robyn Seglem. “Looking at the Next 20 Years of Multiliteracies: A Discussion with Allan Luke.” Theory into Practice, vol. 57, no. 1, 2018, pp. 72-78. DOI: https://doi.org/10.1080/00405841.2017.1390330
Glesne, Corrine. Becoming Qualitative Researchers: An Introduction. 4th ed., Pearson, 2011.
Heath, Shirley Brice, and Brian V. Street. On Ethnography: Approaches to Language and Literacy Research. Teachers College Press, 2008.
Hines, Christian. “‘My Brain is All the Super-power I Need’: Examining Black Girls in STEM and Schooling Spaces in Marvel Comics,” Research on Diversity in Youth Literature, vol. 4, no. 1, 2021. https://sophia.stkate.edu/rdyl/vol4/iss1/9
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. Routledge, 1994. DOI: https://doi.org/10.3366/para.1994.17.3.270
Hubbard, Ruth Shagoury, and Brenda Miller Power. The Art of Classroom
Inquiry: A Handbook for Teacher-Researchers. Heinemann, 2003.
Jacobs, Gloria. E. “Reimagining Multiliteracies: A Response to Leander and Boldt.” Journal of Adolescent and Adult Literacy, vol. 57, no. 4, 2013, pp. 270–273. DOI: https://doi.org/10.1002/jaal.249
Janks, Hilary. “Critical Literacy in Action: Difference as a Force for Positive Change.” Journal of Adolescent and Adult Literacy, vol. 63, no. 5, 2020, pp. 569-572. DOI: https://doi.org/10.1002/jaal.1035
Jewitt, Carey, and Gunther R. Kress. Multimodal Literacy. Peter Lang, 2003.
Kress, Tricia M. Critical Praxis Research: Breathing New Life into Research Methods for Teachers. Springer, 2011. DOI: https://doi.org/10.1007/978-94-007-1790-9
Leander, Kevin and Gail Boldt. “Rereading ‘A Pedagogy of Multiliteracies’: Bodies, Texts, and Emergence.” Journal of Literacy Research, vol. 45, no. 1, 2012, pp. 22-46. DOI: https://doi.org/10.1177/1086296X12468587
Lizárraga, José Ramón, and Kris D. Gutiérrez. “Centering Nepantla Literacies from the Borderlands: Leveraging ‘In-betweenness’ Toward Learning in the Everyday.” Theory into Practice, vol. 57, no. 1, 2018, pp. 38-47. DOI: https://doi.org/10.1080/00405841.2017.1392164
Low, David E. “Students Contesting ‘Colormuteness’ Through Critical Inquiries into Comics.” English Journal, vol. 106, no. 4, 2017, pp. 19-28.
Low, David E., and Gerald Campano. “The Image Becomes the Weapon: New Literacies and Canonical Legacies.” Voices from the Middle, vol. 21, no. 1, 2013, pp. 26-31.
Morales, Macey. “Raúl Gonzalez, Juana Medina Win Pura Belpré Awards.” ALA News, American Library Association, 23 Jan. 2017, www.ala.org/news/press-releases/2017/01/ra-l-gonzalez-juana-medina-win-pura-belpr-awards. Accessed 23 Nov. 2021. Press Release.
New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” The Harvard Review, vol. 66, no. 1, 1996, pp. 60-92. DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Pine, Gerald J. Teacher Action Research: Building Knowledge Democracies. SAGE, 2009. DOI: https://doi.org/10.4135/9781452275079
Seglem, Robyn, and Antero Garcia. “Changing Literacies and Civic Pathways: Multiliteracies in Inquiry-Drives Classrooms.” Theory into Practice, vol. 57, no. 1, 2018, pp. 56-63. DOI: https://doi.org/10.1080/00405841.2017.1390335
Shagoury, Ruth, and Brenda Miller Power. Living the Questions: A Guide for Teacher-Researchers. 2nd ed., Stenhouse Publishers, 2012.
Sheahan, Annmarie. “Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers.” Luminous Literacies: Localized Teaching and Teacher Education edited by Mary F. Rice and Ashley K. Dallacqua, Emerald Publishing Limited, 2021, pp. 51-62. DOI: https://doi.org/10.1108/S1479-368720210000036005
Short, Kathy G. “What’s Trending in Children’s Literature and Why it Matters.” Language Arts, vol. 95, no. 5, 2018, pp. 287-298.
Spisak, April. “Review of Lowriders to the Center of the Earth, by Cathy Camper.” Bulletin of the Center for Children’s Books, vol. 69, no. 11, 2016, pp. 561-562. DOI: https://doi.org/10.1353/bcc.2016.0652
Street, Brian. “Autonomous and Ideological Models of Literacy: Approaches from New Literacy Studies.” Current Issues in Comparative Education, vol. 5, no. 20, 2003, pp. 77-91.
Torres, Francisco L., and Kelsey Tayne. “Super Heroes, Villains, and Politics: Elementary Youth Superhero Narratives in an Afterschool Program.” English Teaching: Practice & Critique, vol. 16, no. 3, 2017, pp. 375-390. DOI: https://doi.org/10.1108/ETPC-05-2017-0080
Vasudevan, Lalitha, and Gerald Campano. “The Social Production of Adolescent Risk and the Promise of Adolescent Literacies.” Review of Research in Education, vol. 33, no. 1, 2009, pp. 310-353. DOI: https://doi.org/10.3102/0091732X08330003
Willis, Arlette I., Mary Montavon, Catherine Hunter, Helena Hall, LaTanya Burke, and Ana Herrera. On Critically Conscious Research: Approaches to Language and Literacy Research. Teachers College Press, 2008.
What Dreams May Come. Directed by Vincent Ward, Interscope Communications / PolyGram Filmed Entertainment, 1998.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Annmarie Sheahan, Ashley Dallacqua; Sarah Dahlen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The first 4 issues of RDYL were originally published at St. Catherine University and moved to IOPN in summer 2024 and all rights are reserved by the authors. Only issues 5.1 and onward are covered by RDYL IOPN's CC BY-NC 4.0 license.