OOIR: Observatory of International Research

Papers

(The median citation count of English Teaching-Practice and Critique is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)

Article	Citations
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom	13
Playful literacies and pedagogical priorities: digital games in the English classroom	10
“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning	9
Play the game, live the story: pushing narrative boundaries with young adult videogames	9
“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers	8
What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses	8
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy	8
“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school	6
“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space	6
Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting	6
Identity and positionality in composing graphic narratives: reflective lessons on lingering with rhetorical choices	6
Witnessing Wonderland: Research with Black girls imagining freer futures	6
“I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor	5
Sonic play: on the B-side of literacy and songwriting	5
Speculative frictions: writing civic futures after AI	5
Interpreting old texts with new tools: digital multimodal composition for a high school reading assignment	4
Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy	4
Oh, God: evangelical teachers, textual interpretation, and ELA classrooms	4
“We're loud, why aren't you?” Laura’s social media activism through justice-oriented literacies	4
“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice	4
“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse	4
Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie	4
Reflecting on languaging in written narratives to enact personal relations	3
Generative AI and composing: an intergenerational conversation among literacy scholars	3
“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices	3

Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures	3
For concurrent enrollment, collaboration, not alignment, is the better story	3
Designing interpretive communities toward justice: indexicality in classroom discourse	3
Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom	3
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness	3
Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course	3
Solution-based orientation as an element in selecting videos on social issues	3
Tinkering toward teacher learning: a case for critical playful literacies in teacher education	3
“I want to stay”: academic and social functions of translanguaging in literacy learning	3
“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies	2
Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher	2
“When a fox desires to be yuman”: exploring English teacher’s practice of critical literacy instruction: lessons learned from an Indonesian junior high classroom	2
Guest editorial	2
Teaching literature following loss: teachers’ adherence to emotional rules	2
Emotions, empathy and social justice education	2
Adopting a languaging approach for teaching about the climate crisis in English language arts	2
Striving for truth, justice and racial diversity: a critical race content analysis of DC Graphic Novel for Young Adults	2
Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms	2
Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar	2
“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires	2
Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies	2
We need bigger mirrors: the importance of fat fiction for young readers	1
Connected threads	1
Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education	1
Editorial: Press “play”	1
From the side-eye of a fat black girl: using pop culture to tackle fat phobia in education	1
Form, criticality, and humanity: topic modeling the field of literary studies for English education	1
TikTok as a lens into teacher attrition: perspectives from #teacherquittok	1
Generating, weaving and curating: disciplinary processes for reading literary text	1
A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms	1
The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students	1
Tensions between disciplinarity and generality within a professional development on writing instruction	1
Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group	1
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula	1
“I like the way I am”: invisibility and activism in children’s picture books with fat protagonists	1
“This is my hill to die on”: effects of far-right conservative pushback on US English teachers and their classroom practice	1
Elegizing English: considering English language arts alongside the rhetoric of a field on its deathbed	1
“I Drew Myself Right There”: third grade girls restorying for visual justice	1
Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game	1
Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum	1
“Feeling ill-equipped”: a critical discourse analysis of preservice teachers’ attitudes and behaviors of reading and writing	1
Why are we doing this? Teacher and student perspectives on literary reading	1
“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership	1
Collaborative data analysis: examining youths’ literacy practices in YPAR	1
Actually existing vitality rights: resisting neoliberal affects at a video game design camp	1
For Da Brothas: a call for fat, black male and masculine folx literature	1
Digital writing with AI platforms: the role of fun with/in generative AI	1
Nurturing loving fat: growing beyond the weeds of fat phobia	1
Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education	1
“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course	1

Can a zoom class be dialogic? An examination of a virtual English methods class	1
“Just a tool”? Troubling language and power in generative AI writing	1