OOIR: Observatory of International Research

Papers

(The TQCC of English Teaching-Practice and Critique is 2. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness	8
Designing interpretive communities toward justice: indexicality in classroom discourse	6
Authority and authenticity in teachers’ questions about literature in three contexts	6
“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies	6
Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education	6
Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing	5
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy	5
Affective intensities: Emotion, race, gender and the push and pull of bodies	4
Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education	4
Guest editorial	4
Rewriting deficit storylines: the positioning of one fourth-grader as comics expert	3
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	3
Witnessing Wonderland: Research with Black girls imagining freer futures	3
Emergent bilinguals as text designers: rendering meaning through signs	3
Collaborative data analysis: examining youths’ literacy practices in YPAR	3
Why are we doing this? Teacher and student perspectives on literary reading	3
Average and avid: preservice English teachers' reading identities	3
Tuning into rebellious matter: affective literacies as more-than-human sonic bodies	3
Connected literacies of anti-racist youth organizers	3
Dialogic collaging to cultivate shame resilience in writing classrooms	3
Recursive readings and reckonings: kindergarteners’ multimodal transactions with a nonfiction picturebook	3
Reading digital texts: obstacles to using digital resources	3
“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects	3
Generating, weaving and curating: disciplinary processes for reading literary text	3
Effects of word-related factors on first and second language English readers’ incidental acquisition of vocabulary through reading an authentic novel	3

“Wearing Only Our Skin”: the multimodal literacies classroom as a living arrangement	2
Actually existing vitality rights: resisting neoliberal affects at a video game design camp	2
Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing	2
“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team	2
“Doing diversity”: a narrative examination of veteran teachers’ renewed agency through intersectional teaching	2
Listening differently: youth self-actualization through critical Hip Hop literacies	2
Cultural memory in English teaching: a critical autobiographical inquiry	2
(Responding to) Youth epistemologies to create a third space: a reclamation of learning in an English language arts classroom	2
Moves that matter: dialogic writing assessment and literary reading	2
Teaching literature following loss: teachers’ adherence to emotional rules	2
Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy	2
Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context	2
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula	2
Pandemic meaning making: messing toward motet	2
Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom	2
Making macaroni: classroom improv for transformative embodied critical literacy	2
“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	2
Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction	2