Allison Skerrett
Datos Biográficos
| ID | 644194 |
|---|---|
| NOMBRE | Allison Skerrett |
| NOMBRES | Allison |
| APELLIDO | Skerrett |
| FIRMA | SKERRETT A |
| AFILIACIONES | The University of Texas at Austin |
| ORCID | 0000-0001-8130-2016 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 72 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Inquiries Across Time and Space to Deepen and Broaden Our Understandings of Literacy
Strengthening Critical Literacies and Language Learning Across Online, Classroom, and Community Contexts
Transnational Literacies
Transnationalism refers to the phenomenon in which people live their lives across two or more nation‐states. In the field of literacy, scholarship has focused on transnational literacies, or the meaning‐making and communication practices transnational people engage to participate in life across their multiple homelands. This article focuses on the writing, digital literacy, and music literacy practices that transnational people use for, and devel…
Redesigning Multiliteracies
In this essay, Brady L. Nash and Allison Skerrett reexamine the New London Group9s theory of multiliteracies thirty years after its initial conception, considering how changes in technology, culture, and politics have impacted the ability of young people to act as designers of social futures. Multiliteracies theory led to an explosion of scholarship examining how students use multiple literacies to design and communicate meanings within an interc…
Debunking Deficit Ideologies and Recruiting Diverse Students’ Repertoires for Reading and Other Literate Engagements
Looking Closely to Understand Literacy More Deeply
Marks, Metaphors, and Testimonios
Literacy as Bearing Witness
Special Call Issue “Critical Religious Literacy”
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds
Science of Literacies
Critical Religious Literacy
Bargaining identity
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
Implications of the Science of Learning and Development for the Field of Literacy
In this chapter, I consider how research in the field of literacy illuminates convergences of understandings about how people learn culled from the fields of biology, psychology, and neuroscience. I further consider how research in the field of literacy could be enhanced by drawing more deeply on state-of-the-art findings about how human learning unfolds. To support this discussion, I examine emerging understandings about literacy learning and de…
Centering Student Voice in Literacy Research
Advancing a Sociocultural Approach to Decolonizing Literacy Education
Preview this article: Advancing a Sociocultural Approach to Decolonizing Literacy Education: Lessons from a Youth in a "Postcolonial" Caribbean Geography, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32002-1.gif
From Haiti to Detroit Through Black Immigrant Languages and Literacies
This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigra…
When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet
Background/Context Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practice…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Attending to Pleasure and Purpose in Multiliteracies Instructional Practices
In this commentary, the author examines some contributions of the New London Group's theory of a pedagogy of multiliteracies, as well as recent critiques of how this framework has been applied in literacy research and instructional practice. She draws on her research with transnational youths—young people who claim multiple national affiliations and maintain significant ties to two or more countries—to facilitate this analysis. The author's goal …
Closer to God”
This article uses case study methods and theories of literacy as social practice to explore how an adolescent developed her religious identity and religious literacies in relationship with more secular identities and literacy practices across multiple social contexts. It further examines how the youth engaged her religious identity and religious literacies concomitantly with other identities and literacy practices for developing and displaying ac…
A framework for literacy education in multicultural, multilingual, and multiliterate classrooms
In this article, I draw on theories of generativity and multiliteracies pedagogy, as well as research on youths’ language and literacy practices and development that are framed by a multiliteracies lens, to outline approaches to literacy education that draw upon, as well as strengthen, students’ existing language, literacy, and cultural repertoires while assisting youths’ development of new knowledge and capabilities that are advantageous to livi…
English teachers’ racial literacy knowledge and practice
This article examines how secondary English teachers in two racially diverse schools – one in Massachusetts, USA, the other in Ontario, Canada – described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers’ racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti‐racist education. Three approaches to racial liter…
Lolita, Facebook, and the Third Space of Literacy Teacher Education
K–12 classrooms where in- and out-of-school literacy practices are brought together to engage and scaffold adolescents’ academic learning have been conceptualized as third spaces (e.g. Elsden-Clift
Borderzones in Adolescents’ Literacy Practices
This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the stud…
Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform
This article analyzes three decades of educational reform strategies pertaining to ethnocultural diversity in the United States and Canada and how they affect the efforts of four secondary schools, two in each context, to respond to increasing student diversity. Data include 186 teacher interviews drawn from a large ethnographic study. The article describes the current effects of increasing standardization on racially diverse schools and conclude…
Religious Literacies in a Secular Literacy Classroom
This article examines how a literacy teacher and her students engaged students' Christian religious literacies in a secular classroom and the outcomes of those transactions. Case study methods; scholarship offering historical, cultural, and social perspectives on Christian religious literacies; and the New London Group's theory of a pedagogy of multiliteracies assisted this investigation. Three findings are discussed: First, the teacher's pedagog…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
Going the race way”
There's going to be community. There's going to be knowledge”
Reconceptualizing Professional Communities for Preservice Urban Teachers
Going the race way”
Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform
This article analyzes three decades of educational reform strategies pertaining to ethnocultural diversity in the United States and Canada and how they affect the efforts of four secondary schools, two in each context, to respond to increasing student diversity. Data include 186 teacher interviews drawn from a large ethnographic study. The article describes the current effects of increasing standardization on racially diverse schools and conclude…
There's going to be community. There's going to be knowledge”
Of Literary Import
This study compares and contrasts the selection and distribution of literary texts in the English programs of two diverse secondary schools, one in Massachusetts, USA, the other in Ontario, Canada. Analysis of the departments’ curriculum documents, state/provincial curriculum policies, and teacher interviews indicated that at both schools, Eurocentric and Anglo-centric literature dominated the curriculum of advanced courses. Analysis further demo…
Lolita, Facebook, and the Third Space of Literacy Teacher Education
K–12 classrooms where in- and out-of-school literacy practices are brought together to engage and scaffold adolescents’ academic learning have been conceptualized as third spaces (e.g. Elsden-Clift
A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom
This article examines an ESL English language arts teacher's conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students' learning needs. The successes and paradoxes of, as well as constraints to, those efforts are explored. The paper uses Ball's t…
English teachers’ racial literacy knowledge and practice
This article examines how secondary English teachers in two racially diverse schools – one in Massachusetts, USA, the other in Ontario, Canada – described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers’ racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti‐racist education. Three approaches to racial liter…
The golden lady
Personal narratives can be powerful venues for understanding human experiences. In this paper, we tell the story of Lutanyani, a Black South African multilingual teacher and author of supplemental reading materials in a marginalized South African language. Through various word images, we convey the role of language, in particular written language, in Lutanyani’s life. For Lutanyani, writing serves as ‘a healing process’ in two ways: (1) as a ling…
Borderzones in Adolescents’ Literacy Practices
This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the stud…
Recruiting Languages and Lifeworlds for Border-Crossing Compositions
In this article, we show how two transnational youth, with the instructional support of their teacher, recruited their languages and lifeworlds, particularly their border-crossing experiences, as tools for engaging with school-based literacy practices. We analyze literary texts that the students composed, showing how the students’ uses of their linguistic repertoires and experiences of border-crossing enhanced their compositions. Through our stud…
Religious Literacies in a Secular Literacy Classroom
This article examines how a literacy teacher and her students engaged students' Christian religious literacies in a secular classroom and the outcomes of those transactions. Case study methods; scholarship offering historical, cultural, and social perspectives on Christian religious literacies; and the New London Group's theory of a pedagogy of multiliteracies assisted this investigation. Three findings are discussed: First, the teacher's pedagog…
A framework for literacy education in multicultural, multilingual, and multiliterate classrooms
In this article, I draw on theories of generativity and multiliteracies pedagogy, as well as research on youths’ language and literacy practices and development that are framed by a multiliteracies lens, to outline approaches to literacy education that draw upon, as well as strengthen, students’ existing language, literacy, and cultural repertoires while assisting youths’ development of new knowledge and capabilities that are advantageous to livi…
Reconceptualizing Professional Communities for Preservice Urban Teachers
Attending to Pleasure and Purpose in Multiliteracies Instructional Practices
In this commentary, the author examines some contributions of the New London Group's theory of a pedagogy of multiliteracies, as well as recent critiques of how this framework has been applied in literacy research and instructional practice. She draws on her research with transnational youths—young people who claim multiple national affiliations and maintain significant ties to two or more countries—to facilitate this analysis. The author's goal …
Closer to God”
This article uses case study methods and theories of literacy as social practice to explore how an adolescent developed her religious identity and religious literacies in relationship with more secular identities and literacy practices across multiple social contexts. It further examines how the youth engaged her religious identity and religious literacies concomitantly with other identities and literacy practices for developing and displaying ac…
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet
Background/Context Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practice…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
From Haiti to Detroit Through Black Immigrant Languages and Literacies
This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigra…
Centering Student Voice in Literacy Research
Advancing a Sociocultural Approach to Decolonizing Literacy Education
Preview this article: Advancing a Sociocultural Approach to Decolonizing Literacy Education: Lessons from a Youth in a "Postcolonial" Caribbean Geography, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32002-1.gif
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
Implications of the Science of Learning and Development for the Field of Literacy
In this chapter, I consider how research in the field of literacy illuminates convergences of understandings about how people learn culled from the fields of biology, psychology, and neuroscience. I further consider how research in the field of literacy could be enhanced by drawing more deeply on state-of-the-art findings about how human learning unfolds. To support this discussion, I examine emerging understandings about literacy learning and de…
Literacy as Bearing Witness
Sociology (34 obras) · Pedagogy (31 obras) · Literacy (25 obras) · Psychology (25 obras) · Mathematics education (19 obras) · Literacy, Media, and Education (15 obras) · Multilingual Education and Policy (13 obras) · Linguistics (12 obras) · Political science (11 obras) · Gender Studies (9 obras)