Kimberly Lenters
Datos Biográficos
| ID | 4414581 |
|---|---|
| NOMBRE | Kimberly Lenters |
| NOMBRES | Kimberly |
| APELLIDO | Lenters |
| FIRMA | LENTERS K |
| AFILIACIONES | University of Calgary |
| ORCID | 0000-0003-3840-9285 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Promoting and Assessing Teacher Intercultural Learning
This systematic literature review examines 23 empirical studies (2013–2023) on promoting and assessing teachers’ intercultural competence in five English-speaking countries. The findings identify six key approaches: Pedagogical strategies, arts-based reflection, study abroad, experiential learning, technology integration, and professional development. Most studies focused on pre-service teachers, with limited attention to in-service teachers and …
Storying worlds
Children’s storied play, or in other words, their fictive world-building, has much to teach us with regard to understanding story and how story pedagogy might be otherwise shaped in curricular spaces. In this article, we explore this proposition by drawing on interconnected and entangled moments of children’s outdoor storied play in a Canadian first-grade class. By mapping the children’s movements within three storied-play encounters, we animate …
Playing the story
In this article, we examine young children’s narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young ch…
Running Around in the Story
In this article we examine young children's outdoor narrative play as animated by the possibilities of running. Guided by posthuman perspectives, the provocations of sociomateriality, and the capacities of mycelial networks, we consider how stories and storying might occur in and as movement. We draw on interdisciplinary understandings of moving lines to map, analyze, and reimagine the compositional dynamics of two assemblages of outdoor narrativ…
We Are Looking to Each Other, Waiting to Understand
Research has underlined the importance of communicative competence in order for newcomers to succeed and build resilience in their adopted homeland. Studies on this topic, however, have generally assumed the primacy of linguistic competence as the principal locus of investigation without paying due attention to the nuances of how new immigrants use “spatial repertoires” – interactive assemblages of people, objects, language, and environment – in …
Boxed In and-and Busting Out
Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constrai…
Towards kinship literacies
Kinship relationality understands the world as alive and sentient, and positions humans as participants within interconnected ecological networks. Inherently, this worldview can challenge how many educators and learners have been trained in extractive, transactional, and sedentary cultures; that is, separated out of relationship. This article shares the work of a large urban public library in western Canada, and their 'Play Professor,' as they bu…
Gopher Tales
This article is premised on the idea that storytelling and storytelling pedagogies have material and ethico-political implications for children and those with whom they share the world – in the small moments of their everyday experiences and in how they are read, written, and positioned as inheritors of social worlds and cultural narratives. Accordingly, in the context of an outdoor literacy program for young children, conducted over two summers,…
Littératies scolaires en post-pandémie
Introduction to a special issue of Language & Literacy
Post-Pandemic Classroom Literacies
Introduction du numéro spécial de Language & Literacy
Theorizing Literacies as Affective Flows
In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices …
Play and Literacy Learning in Grades 1 and 2
Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy …
Nerdisms, Almina, and the Petsitter
Preview this article: Nerdisms, Almina, and the Petsitter: Becoming Social Commentary Composers, Page 1 of 1 /docserver/preview/fulltext/rte/53/4/researchintheteachingofenglish30143-1.gif
Resistance, Struggle, and the Adolescent Reader
An important research paradigm applied to the study of adolescent resistance to reading—listening to student voice—has yielded rich information regarding adolescent literacy practices, adolescent agency, and adolescent identity as components of resistance to reading. Instructional perspectives of teachers and researchers also serve to shed light on the phenomenon and provide insight on better understanding the interplay between adolescent resista…
Sin obras prominentes en esta página.
Resistance, Struggle, and the Adolescent Reader
An important research paradigm applied to the study of adolescent resistance to reading—listening to student voice—has yielded rich information regarding adolescent literacy practices, adolescent agency, and adolescent identity as components of resistance to reading. Instructional perspectives of teachers and researchers also serve to shed light on the phenomenon and provide insight on better understanding the interplay between adolescent resista…
Nerdisms, Almina, and the Petsitter
Preview this article: Nerdisms, Almina, and the Petsitter: Becoming Social Commentary Composers, Page 1 of 1 /docserver/preview/fulltext/rte/53/4/researchintheteachingofenglish30143-1.gif
Littératies scolaires en post-pandémie
Introduction to a special issue of Language & Literacy
Post-Pandemic Classroom Literacies
Introduction du numéro spécial de Language & Literacy
Theorizing Literacies as Affective Flows
In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices …
Play and Literacy Learning in Grades 1 and 2
Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy …
Boxed In and-and Busting Out
Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constrai…
Towards kinship literacies
Kinship relationality understands the world as alive and sentient, and positions humans as participants within interconnected ecological networks. Inherently, this worldview can challenge how many educators and learners have been trained in extractive, transactional, and sedentary cultures; that is, separated out of relationship. This article shares the work of a large urban public library in western Canada, and their 'Play Professor,' as they bu…
Gopher Tales
This article is premised on the idea that storytelling and storytelling pedagogies have material and ethico-political implications for children and those with whom they share the world – in the small moments of their everyday experiences and in how they are read, written, and positioned as inheritors of social worlds and cultural narratives. Accordingly, in the context of an outdoor literacy program for young children, conducted over two summers,…
Playing the story
In this article, we examine young children’s narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young ch…
Running Around in the Story
In this article we examine young children's outdoor narrative play as animated by the possibilities of running. Guided by posthuman perspectives, the provocations of sociomateriality, and the capacities of mycelial networks, we consider how stories and storying might occur in and as movement. We draw on interdisciplinary understandings of moving lines to map, analyze, and reimagine the compositional dynamics of two assemblages of outdoor narrativ…
We Are Looking to Each Other, Waiting to Understand
Research has underlined the importance of communicative competence in order for newcomers to succeed and build resilience in their adopted homeland. Studies on this topic, however, have generally assumed the primacy of linguistic competence as the principal locus of investigation without paying due attention to the nuances of how new immigrants use “spatial repertoires” – interactive assemblages of people, objects, language, and environment – in …
Promoting and Assessing Teacher Intercultural Learning
This systematic literature review examines 23 empirical studies (2013–2023) on promoting and assessing teachers’ intercultural competence in five English-speaking countries. The findings identify six key approaches: Pedagogical strategies, arts-based reflection, study abroad, experiential learning, technology integration, and professional development. Most studies focused on pre-service teachers, with limited attention to in-service teachers and …
Storying worlds
Children’s storied play, or in other words, their fictive world-building, has much to teach us with regard to understanding story and how story pedagogy might be otherwise shaped in curricular spaces. In this article, we explore this proposition by drawing on interconnected and entangled moments of children’s outdoor storied play in a Canadian first-grade class. By mapping the children’s movements within three storied-play encounters, we animate …
Sociology (12 obras) · Pedagogy (9 obras) · Literacy (8 obras) · Literacy, Media, and Education (7 obras) · Psychology (6 obras) · Art (5 obras) · Aesthetics (4 obras) · Child Development and Digital Technology (3 obras) · Communication (3 obras) · Linguistics (3 obras)