Lara J Handsfield
Biographic Data
| ID | 205503 |
|---|---|
| NAME | Lara J Handsfield |
| GIVEN NAMES | Lara J |
| FAMILY NAME | Handsfield |
| SIGNATURE | HANDSFIELD L J |
| AFFILIATIONS | Illinois State University |
| ORCID | 0000-0002-5747-8553 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Scaling and Scalar Analysis as a Framework for Research on Teacher Learning
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and appli…
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
The Complex Development of Preservice and Inservice Teacher Identities
Momentos de Cambio
In this article, we describe how students were invited to write and publicly read their momentos de cambio (moments of change) stories-memoirs in which they recount moments of significant change, both joyful and traumatic, in their lives. Drawing from elements of Latino critical theory, we conceptualize these stories in part as testimonios-opportunities for the students to voice their own truths and experiences in the world. We describe how the c…
Do you want an idea of what they’re doing?” Transgressive data generation and analysis within a bilingual writers workshop
We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants in motion within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a vide…
Constructing Difference Differently in Language and Literacy Professional Development
In this study we take up challenges regarding researcher positionality, representation, and the construction of difference as a launching point to reflexively analyze our own practices within aresearch project exploring multilingualism, multiliteracies, and teacher development. Our data were drawn from a teacher study group we facilitated during the first phase of a two-year study.We draw on poststructuralist understandings of discourse, power, a…
Disruptive Comprehension Instruction
Literacy researchers operating from poststructuralist theoretical perspectives have too often talked past and against issues of concern to teachers and policy-makers (such as reading comprehension) rather than addressing them in productive ways. In response to this concern, the author uses poststructuralist sensibilities to critique and build on traditional approaches to reading comprehension. The author engages in processes of deconstruction, re…
This Issue
Tactical Negotiations and Creative Adaptations
In this article, the researchers use the theoretical constructs of Bakhtin and de Certeau to examine how a fourth‐grade teacher negotiated multiple and competing ideologies of literacy and teaching, and how these negotiations related to her professional identity. Data for this case study were collected during a two‐year qualitative study investigating multimodal literacies, multilingualism, and teacher development. The researchers used constant c…
Tactical Negotiations and Creative Adaptations
In this article, the researchers use the theoretical constructs of Bakhtin and de Certeau to examine how a fourth‐grade teacher negotiated multiple and competing ideologies of literacy and teaching, and how these negotiations related to her professional identity. Data for this case study were collected during a two‐year qualitative study investigating multimodal literacies, multilingualism, and teacher development. The researchers used constant c…
Disruptive Comprehension Instruction
Literacy researchers operating from poststructuralist theoretical perspectives have too often talked past and against issues of concern to teachers and policy-makers (such as reading comprehension) rather than addressing them in productive ways. In response to this concern, the author uses poststructuralist sensibilities to critique and build on traditional approaches to reading comprehension. The author engages in processes of deconstruction, re…
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Momentos de Cambio
In this article, we describe how students were invited to write and publicly read their momentos de cambio (moments of change) stories-memoirs in which they recount moments of significant change, both joyful and traumatic, in their lives. Drawing from elements of Latino critical theory, we conceptualize these stories in part as testimonios-opportunities for the students to voice their own truths and experiences in the world. We describe how the c…
Scaling and Scalar Analysis as a Framework for Research on Teacher Learning
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and appli…
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
Tactical Negotiations and Creative Adaptations
In this article, the researchers use the theoretical constructs of Bakhtin and de Certeau to examine how a fourth‐grade teacher negotiated multiple and competing ideologies of literacy and teaching, and how these negotiations related to her professional identity. Data for this case study were collected during a two‐year qualitative study investigating multimodal literacies, multilingualism, and teacher development. The researchers used constant c…
Constructing Difference Differently in Language and Literacy Professional Development
In this study we take up challenges regarding researcher positionality, representation, and the construction of difference as a launching point to reflexively analyze our own practices within aresearch project exploring multilingualism, multiliteracies, and teacher development. Our data were drawn from a teacher study group we facilitated during the first phase of a two-year study.We draw on poststructuralist understandings of discourse, power, a…
Disruptive Comprehension Instruction
Literacy researchers operating from poststructuralist theoretical perspectives have too often talked past and against issues of concern to teachers and policy-makers (such as reading comprehension) rather than addressing them in productive ways. In response to this concern, the author uses poststructuralist sensibilities to critique and build on traditional approaches to reading comprehension. The author engages in processes of deconstruction, re…
This Issue
Do you want an idea of what they’re doing?” Transgressive data generation and analysis within a bilingual writers workshop
We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants in motion within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a vide…
Momentos de Cambio
In this article, we describe how students were invited to write and publicly read their momentos de cambio (moments of change) stories-memoirs in which they recount moments of significant change, both joyful and traumatic, in their lives. Drawing from elements of Latino critical theory, we conceptualize these stories in part as testimonios-opportunities for the students to voice their own truths and experiences in the world. We describe how the c…
The Complex Development of Preservice and Inservice Teacher Identities
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
Scaling and Scalar Analysis as a Framework for Research on Teacher Learning
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and appli…
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Sociology (10 works) · Pedagogy (9 works) · Psychology (9 works) · Mathematics education (8 works) · Linguistics (7 works) · Literacy, Media, and Education (6 works) · Educator Training and Historical Pedagogy (5 works) · Multilingual Education and Policy (5 works) · Literacy (4 works) · Political science (4 works)