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 2020-11-01 to 2024-11-01.)

Article	Citations
Designing interpretive communities toward justice: indexicality in classroom discourse	9
“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies	8
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness	8
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy	7
Authority and authenticity in teachers’ questions about literature in three contexts	7
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
Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education	5
Guest editorial	5
Affective intensities: Emotion, race, gender and the push and pull of bodies	4
“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	4
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	4
Collaborative data analysis: examining youths’ literacy practices in YPAR	4
Recursive readings and reckonings: kindergarteners’ multimodal transactions with a nonfiction picturebook	4
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula	4
“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team	3
Witnessing Wonderland: Research with Black girls imagining freer futures	3
Emergent bilinguals as text designers: rendering meaning through signs	3
Pandemic meaning making: messing toward motet	3
Rewriting deficit storylines: the positioning of one fourth-grader as comics expert	3
“Just a tool”? Troubling language and power in generative AI writing	3
“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects	3
“Wearing Only Our Skin”: the multimodal literacies classroom as a living arrangement	3
Generating, weaving and curating: disciplinary processes for reading literary text	3
Why are we doing this? Teacher and student perspectives on literary reading	3

New conceptual tools for be(com)ing antiracist (teacher) educators at PWIs	3
Generative AI and composing: an intergenerational conversation among literacy scholars	3
Tinkering toward teacher learning: a case for critical playful literacies in teacher education	3
Effects of word-related factors on first and second language English readers’ incidental acquisition of vocabulary through reading an authentic novel	3
Interpreting old texts with new tools: digital multimodal composition for a high school reading assignment	3
Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing	2
Digital writing with AI platforms: the role of fun with/in generative AI	2
Play the game, live the story: pushing narrative boundaries with young adult videogames	2
Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game	2
Playful literacies and pedagogical priorities: digital games in the English classroom	2
Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy	2
Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education	2
Experimenting with game-based learning in preservice teacher education	2
“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course	2
Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy	2
Actually existing vitality rights: resisting neoliberal affects at a video game design camp	2
Oh, God: evangelical teachers, textual interpretation, and ELA classrooms	2
Teaching literature following loss: teachers’ adherence to emotional rules	2
“Doing diversity”: a narrative examination of veteran teachers’ renewed agency through intersectional teaching	2
Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction	2
Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context	2