Victoria Pennington

Biographic Data

ID176515
NAMEVictoria Pennington
GIVEN NAMESVictoria
FAMILY NAMEPennington
SIGNATUREPENNINGTON V
AFFILIATIONSClemson University
ORCID0000-0002-3278-1476
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS2
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX1

  • It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families

    Open AccessVictoria Pennington, Lindsey W Rowe et al.ARTICLEReading Research Quarterly2026References: 23

    This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high‐needs district in the Southeastern U.S., the PD was embedded in a two‐year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two f…

  • Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom

    Open AccessLindsey W Rowe, Victoria PenningtonARTICLEJournal of Second Language Writing2025

    Multilingual learners (MLs) often attend English-medium schools in the U.S. An important area of research is understanding how teachers can support MLs’ literacy practices, such as translingual composing, in these contexts. This paper draws on theories of translanguaging and multimodality to explore the semiotic choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Specifically, we…

  • Escaping Inequity: A Digital Escape Room Professional Development for Justice, Equity, Diversity, and Inclusion

    Open AccessVictoria Pennington, Emily Howell et al.ARTICLEJournal of Adolescent & Adult…2025

    In this design‐based research study, in‐service educators participated in a grant‐funded professional development (PD) project to increase district capacity for multilingual learner instruction. Initial data indicated teacher comfort with technology but difficulty tailoring it to the unique multiliterate practices of culturally and linguistically diverse students. Based on teachers' needs and a departmental goal, a modification of a digital escap…

  • Bridging the knowledge gap: Professional development connecting educators and caregivers of multilingual learners

    Mihaela Gazioglu, Emily Howell et al.ARTICLEJournal for Multicultural Education2025References: 6

    Purpose The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback. Design/methodology/approach This design-based researc…

  • From awareness to action: Caregivers’ roles in multilingual learners’ literacy development

    Mihaela Gazioglu, Lindsey W Rowe et al.ARTICLEStudies in the Education of Adults2025Cited by: 1References: 15

    This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s dev…

  • Playing with possibilities: Multilingual elementary students (Un)composing digital-sticker roles

    Victoria Pennington, Lindsey W RoweARTICLEInternational Journal of Play2025References: 24

  • Multilingual teaching and digital tools: The intersections of new media literacies and language learning

    Open AccessVictoria Pennington, Emily Howell et al.ARTICLEJournal for Multicultural Education2024References: 3

    Purpose Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL…

  • Multicultural perspectives on building instructional capacity for multilingual learners: Synergy of Teachers, Community Members, and Academics

    Mihaela Gazioglu, Emily Howell et al.ARTICLEMulticultural Education Review2024Cited by: 1References: 34

    This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address th…