How Can We Study Children’s/Youth’s Experiences Out Of School To Inform Classroom Practices?


Chair: Sarah McCarthey, University of Illinois - Urbana Champaign




Sarah J. McCarthey is Professor and Department Head in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. She is a Board Member of the Literacy Research Association.

McCarthey’s research focuses on the role of professional development in teachers' writing instruction. Her current work examines teacher education and professional development for writing instruction in global contexts. McCarthey has been P. I. on projects funded by the Institute of Education Sciences to study innovation in writing assessment in technology environments. She was Co-PI on Postdoctoral training grants to support research on digital writing spaces. McCarthey’s previous studies examined the impact of national policies and local contexts on teachers’ writing instruction and on ways students negotiated their identities as literacy learners. Her research has been published in Written Communication, the Handbook of Writing Research, Reading Research Quarterly, Journal of Literacy ResearchResearch in the Teaching of English, Journal of Writing Research, and Pedagogies: An International Journal.

She serves as Co-Director of the University of Illinois Writing Project, bringing together teachers for professional development. McCarthey served as Co-Editor with Mark Dressman and Paul Prior for Research in the Teaching of English from 2008-2013. She is President of the McCarthey Dressman Education Foundation.


Discussant: Donna Alvermann, University of Georgia 




Donna E. Alvermann is a University of Georgia Appointed Distinguished Research Professor in Language and Literacy Education. She also holds the Omer Clyde and Elizabeth Parr Aderhold Endowed Professorship in Education. Formerly a classroom teacher in Texas and New York, Donna uses multiple perspectives and methodologies to research young people's digital literacies and use of popular media that inform classroom practice.


Presenter: David Bloome, Ohio State University



Abstract Title: 
How Can We Study Children’s/Youth’s Experiences Out Of School To Inform Classroom Practices? A Microethnographic Discourse Analysis Perspective.



David Bloome is the EHE Distinguished Professor of Teaching and Learning in the Department of Teaching and Learning of The Ohio State University College of Education and Human Ecology. He is the director of the Center for Video Ethnography and Discourse Analysis of the Department of Teaching and Learning and co-director of the Columbus Area Writing Project.

His research and teaching focus on how people use spoken and written language for learning in classroom and non-classroom settings, and how people use language to create and maintain social relationships, to construct knowledge, and to create communities, social institutions, and shared histories and futures.  His current scholarship focuses on (1) the social construction of intertextuality as part of the reading, writing, and learning processes, (2) discourse analysis as a means for understanding reading, writing, and literacy events in and outside of classrooms, (3) narrative development among young children as a foundation for learning and literacy development, (4) students as researchers and ethnographers of their own communities, (5) literacy as a set of social relationships connecting people to each other in urban environments, and (6) the teaching and learning of argumentative writing.

Bloome was president of the National Council of Teachers of English and President of the National Conference on Research in English.  He received the Distinguish Scholar award from the National Conference on Language and Literacy, the John J. Gumperz Lifetime Achievement Award from the AERA Special Interest Group on Language and Social Processes, the AERA Division G Mentoring Award, the College of Education Dean’s Distinguished Scholarship Award, among other awards.  He was elected as an AERA Fellow in 2011 and he was inducted into the Reading Hall of Fame in 2008.  He was co-editor of Reading Research Quarterly  from 2006 through 2012; and he was the founding editor of Linguistics and Education.  He is the co-author of seven books, the editor or co-editor of seven volumes, and author or co-author of over 100 journal articles and book chapters.


Presenter: Nell Duke, University of Michigan



Abstract Title: 

Informing Classroom Instruction: How Do Experimental and Quasi-Experimental Designs Contribute?



Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke’s work focuses on early literacy development, particularly among children living in poverty.

In 2018 Duke received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received awards from the National Council of Teachers of English, the American Educational Research Association, and the Literacy Research Association, among other organizations. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, the George Lucas Educational Foundation, and other funders.

Duke is author and co-author of numerous journal articles and book chapters, including Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is also co-editor of Literacy Research Methodologies, currently in its second edition, editor of The Research-Informed Classroom book series, and co-editor of the Not This, But That book seriesDuke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Her Twitter handle is @nellkduke.


Presenter: Inmaculada Garcia Sanchez, Temple University



Abstract Title: 

“A Linguistic Anthropological Approach to Everyday Learning: Bridging Immigrant Children’s In- and Out-of-School Language & Literacy Practices”


Inmaculada M. García-Sánchez is Associate Professor of Anthropology at Temple University, where she specializes in linguistic anthropology.  Her research focuses on language and the immigrant experience of children and youth, with a particular emphasis on the racialized politics of language that integrates every day and institutionalized discourses of education.

She is a past postdoctoral fellow of the National Academy of Education, and the author of Language and Muslim Immigrant Childhoods: The Politics of Belonging (2014, Wiley-Blackwell).  This book is based on her dissertation, for which she received the 2009 Outstanding Dissertation Award by the Council on Anthropology and Education. Some of her other publications on immigrant childhoods include articles in Linguistics and Education, Language and Communication, Annual Review of Anthropology, The Handbook of Language Socialization, and Raciolinguistics: How Language Shapes Our Ideas about Race

Her recent book (2019, Routledge) Language and Cultural Practices in Communities and School: Bridging Learning for Students from Non-Dominant Groups (co-edited with Marjorie Orellana) examines how everyday language practices and cultural funds of knowledge of minoritized youth can be centered in classrooms, in ways that help students both to sustain and expand their cultural and linguistic repertoires, even as they build skills that are valued in formal schooling. Her research has been funded by the Spencer Foundation and the Wenner-Gren Foundation for Anthropological Research, among other sources.


Presenter: Amy Stornaiuolo, University of Pennsylvania



Abstract Title: 

Tracing Multimodal Writing on the Move: A Transliteracies Perspective


Amy Stornaiuolo is an associate professor of literacy education at the University of Pennsylvania. Her research focuses on methods for studying adolescents' digital literacy practices, especially new forms of networked writing and cross-cultural collaboration online. She has received a number of awards for her scholarship and is currently serving as co-editor of the flagship journal of the National Council of Teachers of English, Research in the Teaching of English.