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 2021-02-01 to 2025-02-01.)

Article	Citations
Editorial: Press “play”	9
“Weaving tales of resilience”: cyborg composing with AI	8
Reconsidering religious gender normativity in graphic novel adaptations: a quantitative and qualitative case study	8
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness	8
Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum	7
“I like the way I am”: invisibility and activism in children’s picture books with fat protagonists	6
A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms	5
From the side-eye of a fat black girl: using pop culture to tackle fat phobia in education	5
Actually existing vitality rights: resisting neoliberal affects at a video game design camp	4
“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices	4
Digital stories, material transformations: reflections of education students in a pre-teacher program	4
Playful literacies and pedagogical priorities: digital games in the English classroom	4
Claiming a space in the W/writerly community to increase English Language Arts teacher agency	4
Tinkering toward teacher learning: a case for critical playful literacies in teacher education	3
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom	3
Playful pluralities: exploring play and playful literacies across ages, spaces and places	3
Composing college identities: Latina girls writing their way to the Universidad	3
Effects of word-related factors on first and second language English readers’ incidental acquisition of vocabulary through reading an authentic novel	3
Can a zoom class be dialogic? An examination of a virtual English methods class	3
Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom	3
Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts	3
Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education	3
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula	3
Authority and authenticity in teachers’ questions about literature in three contexts	3
(De/re) territorializing writing/composition: becoming with playful objects through maker literacies	3

“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning	3
Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy	2
Collaborative data analysis: examining youths’ literacy practices in YPAR	2
Guest editorial: An open letter to fat people, their teachers, and their critics	2
Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures	2
Examining relationships between religious and linguistic nationalism in a recent controversy surrounding the Sri Lankan national anthem	2
Anti-racist, anti-gay: a white Evangelical English teacher’s negotiations of her faith and critical inquiry	2
We need bigger mirrors: the importance of fat fiction for young readers	2
Generating, weaving and curating: disciplinary processes for reading literary text	2
Connected threads	2
“Wearing Only Our Skin”: the multimodal literacies classroom as a living arrangement	2
Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context	2
Reading and (re)writing democracy: Asian American girls claim civic space through literary inquiry	2
Writing with, for, and against the algorithm: TikTokers’ relationships with AI as audience, co-author, and censor	2
“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy	2
Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education	1
“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership	1
Play the game, live the story: pushing narrative boundaries with young adult videogames	1
What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses	1
Designing interpretive communities toward justice: indexicality in classroom discourse	1
Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game	1
Solution-based orientation as an element in selecting videos on social issues	1
“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects	1
The complexity of integrating global englishes (GE) in ELT: a case study of an English teacher’s investment and identity construction	1
Digital writing with AI platforms: the role of fun with/in generative AI	1
Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing	1
Literacy practices as social: relational-keys in literacy events	1
Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course	1
“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers	1
Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group	1
Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction	1
For concurrent enrollment, collaboration, not alignment, is the better story	1
Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds	1
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy	1
Reflections on writing and teaching: a study of five writing contest winners	1
Once upon an anti-black time: unpacking the counter fairy tales (CFT) model to support culturally responsive literacy instruction for black girls	1
Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts	1
“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom	1
Reflecting on languaging in written narratives to enact personal relations	1
Generative AI and composing: an intergenerational conversation among literacy scholars	1
“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course	1
Critique and the video production classroom: providing students the skills to navigate new media literacies	1
“Somos fieles creyentes”: children’s construction of spiritual and literate identities at home	1
“I like the first slide. I like how we put it like that [words and pictures on a diagonal]:” composing multimodal texts in a grade four classroom	1
English education in a globalized world: uncovering new themes and research gaps for the 21st century	1
Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms	1
Race talk tensions: practicing racial literacy in a fourth-grade classroom	1