Danielle Rylak
Biographic Data
| ID | 1585671 |
|---|---|
| NAME | Danielle Rylak |
| GIVEN NAMES | Danielle |
| FAMILY NAME | Rylak |
| SIGNATURE | RYLAK D |
| AFFILIATIONS | University of Oklahoma |
| ORCID | 0000-0001-6961-9555 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“That storrey reminse you to be cefl”
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary sch…
Primary Writers’ Identity Negotiations through Positioning in Their Compositions and the Classroom
Building on scholarship that recognizes writing as a rich site of identity negotiation, this study introduces a sociolinguistic analytic frame based on Tannen’s multidimensional power/connection grid and multimodal and visual grammars to explore young writers’ identity work. By integrating Tannen’s framework with an identity and positioning lens, we show how children’s self-authoring reflects ongoing negotiations of status and connection, either …
Agency in a first-grade writing workshop
There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an “open unit” where students were given wider parameters for making intentional decisions with their co…
Writing Qualitatively as a Process of Becoming Through Creative Nonfiction
In this manuscript, we take up the invitation by the editors of this special issue to contribute to answering the question: “What does it mean to write qualitatively?” Drawing on speculative realism, we describe writing qualitatively as a relational process of becoming through writing and reading creative nonfiction. We reflect on our experiences as researchers, subjects, collaborators, writers, and readers through lens of relational power. By co…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
Agency in a first-grade writing workshop
There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an “open unit” where students were given wider parameters for making intentional decisions with their co…
Writing Qualitatively as a Process of Becoming Through Creative Nonfiction
In this manuscript, we take up the invitation by the editors of this special issue to contribute to answering the question: “What does it mean to write qualitatively?” Drawing on speculative realism, we describe writing qualitatively as a relational process of becoming through writing and reading creative nonfiction. We reflect on our experiences as researchers, subjects, collaborators, writers, and readers through lens of relational power. By co…
“That storrey reminse you to be cefl”
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary sch…
Primary Writers’ Identity Negotiations through Positioning in Their Compositions and the Classroom
Building on scholarship that recognizes writing as a rich site of identity negotiation, this study introduces a sociolinguistic analytic frame based on Tannen’s multidimensional power/connection grid and multimodal and visual grammars to explore young writers’ identity work. By integrating Tannen’s framework with an identity and positioning lens, we show how children’s self-authoring reflects ongoing negotiations of status and connection, either …
Literacy, Media, and Education (4 works) · Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Discourse Analysis in Language Studies (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Sociology (3 works) · Education and Technology Integration (2 works) · EFL/ESL Teaching and Learning (2 works)