Amy Stornaiuolo
Biographic Data
| ID | 355529 |
|---|---|
| NAME | Amy Stornaiuolo |
| GIVEN NAMES | Amy |
| FAMILY NAME | Stornaiuolo |
| SIGNATURE | STORNAIUOLO A |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0003-0633-7117 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Shared screens, shared lives: Theorizing screencapture as method in a postdigital age
This paper discusses critical and participatory approaches to screencapture to account for the layered, embodied, and mobile ways people work with/across screens in a postdigital era. While screencapture methods have been a mainstay of multimodal, video-based research in education, there has been less theorizing of screens as active participants in broader sociotechnical assemblages. In this paper, we theorize screencapture from a sociomaterial l…
The Dynamics of Reading Genre Fiction: Researching and Teaching Interpretive Practices
Genre fiction dominates the contemporary literary landscape and shapes how people read. Defined by recurring formal conventions—familiar plots, archetypal characters, and established worldbuilding tropes—and sustained by powerful publishing and marketing systems, genre fiction offers distinctive narrative dynamics with rich potential for English Language Arts (ELA) instruction. Drawing on contemporary literary theory and the sociology of the nove…
Navigating Writing in a Postdigital Age: An “Open World Writing” Approach to Writing Instruction
This discussion introduces a heuristic to guide writing instruction with adolescents and young adults. Our framework, called “Open World Writing,” consists of six writing territories (vision, material, design, voice, flow, polish) that provide focus and clarity for writing and educators working across academic and creative writing projects. We describe the “how” and “what” of Open World Writing, including anecdotes from our writing space affiliat…
Youth–Adult Partnerships in Digital Spaces: Redesigning an Online Writing Community Together
This paper explores how an intergenerational research team ( n = 21) used a three‐phase participatory design approach and youth–adult partnerships to establish a youth‐led digital writing community on Discord. Findings analyze three “moments of emergence”: (1) a moment in which we navigated tensions between our intergenerational writerly affinities and the persistence of youth–adult hierarchies; (2) a moment in which youth expertise became visibl…
Changes that stick
Many education leaders may wonder how to implement sustainable policy changes that will benefit youth, families, and the community. Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, and Andy Porter share findings from school change efforts in more than 170 districts in five states. They present six key strategies based on this work, and they share examples of how districts employed the succ…
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
Reading Rhetorically: Discussing the Ethics of Narrative Form
In this study, we explore discussions of literature in a high school English Language Arts (ELA) classroom, examining how students read rhetorically. Reading rhetorically considers the ethical effects of narrative content as it is mediated through character dialogue and action, narrator discourse, and the author's organization: a narrative as a story told to someone for some rhetorical purpose. Drawing from rhetorical narratology, we analyzed dat…
Towards a Jazz Pedagogy: Learning with and from Jazz Greats and Great Educators
Throughout this article we argue that collectivity and soul inform the work of the expert teachers who we refer to as Jazz Pedagogues. Jazz’s complicated history, like teaching, calls for a consideration of the painful, the messy, the beautiful, and the healing. We, a team of university researchers and classroom teachers, examine the ways jazz can serve as one way to understand how Black-centric, anti-racist English teachers draw on their pedagog…
Pocket Writing: How Adolescents’ Self-Sponsored Writing Circulates in School
This article explores the mobile and material dimensions of a writing practice we call pocket writing. Emergent in our 6-year ethnographic fieldwork at a public high school, this practice involved adolescents composing and carrying their self-sponsored writing close to their bodies. We consider the pocket both a physical artifact—the place from which writing emerged at the right moment—and a metaphor describing how youth created small, portable b…
The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an…
Reframing temporality in participatory visual research with timelapse video
In this article, the authors offer 'timelapse'-removing frames from video footage to effectively 'speed up' visual activity-as an experimental method for engaging in the practice of seeing the emergence and contingency of activity across different timescales and in collaboration with participants. Building on previous calls to zoom up and out in analysis in order to understand the cumulative impact of moments, events, and episodes across differen…
Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state…
Tracing networked writing in an online community through resonance maps
Assembling “Digital Literacies”: Contingent Pasts, Possible Futures
In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the conce…
Successes and Challenges of the “New” College- and Career-Ready Standards: Seven Implementation Trends
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Multiplicities in Motion: A Turn to Transliteracies
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
Developing a Transliteracies Framework for a Connected World
This article introduces a transliteracies framework to conceptually account for the contingency and instability of literacy practices on the move and to offer a set of methodological tools for investigating these mobilities. Taking the paradox of mobility—the simultaneous restricting or regulation of movement that accompanies mobility—as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how mean…
Contexts of Digital Socialization: Studying Adolescents' Interactions on Social Network Sites
Scaling as a Literacy Activity: Mobility and Educational Inequality in an Age of Global Connectivity
This article takes up an area of central concern for educators in an era of global connectivity: howto account for the mobility of people, texts, and practices while simultaneously addressing persistent educational inequalities. In attending to the ways people participate in unequal globalized contexts,even educational contexts constructed to bring students and teachers together, we examine how resources such as time, space, materials, national i…
Restorying the Self: Bending Toward Textual Justice
In this essay, Ebony Elizabeth Thomas and Amy Stornaiuolo explore new trends in reader response for a digital age, particularly the phenomenon of bending texts using social media. They argue that bending is one form of restorying, a process by which people reshape narratives to represent a diversity of perspectives and experiences that are often missing or silenced in mainstream texts, media, and popular discourse. Building on Louise Rosenblatt's…
Teaching in global collaborations: Navigating challenging conversations through cosmopolitan activity
Local Literacies, Global Scales: The Labor of Global Connectivity
While connecting students and teachers in new configurations using digital technologies offers great promise for literacy and learning, this column considers the complexities of negotiating local and global literacies in global collaborations. It introduces the theoretical concept of scaling to highlight the ways teachers actively and strategically work across differentially ordered social spaces, texts, and resources. The authors suggest that te…
Cosmopolitan Literacies, Social Networks, and “Proper Distance”: Striving to Understand in a Global World
How are identities as cosmopolitan citizens realized in practice, and how can dialogue be fostered across differences in culture, language, ideology, and geography? More particularly, how might young people be positioned to develop effective and ethical responses, in our digital age, to local and global concerns? Such are the questions we addressed in a design‐based research project that linked young people around the world via a private social n…
Expanding Community: Youth, Social Networking and Schools
This study examined the construct of community and its development in online spaces through a qualitative analysis of middle school students’ participation in a private social network. Drawing on notions of community inspired by philosopher Jean-Luc Nancy, we found that students, despite not knowing one another previously, were willing both to encounter and come to know each other, using the resources of the network to build the trust that became…
Cosmopolitan Literacies, Social Networks, and “Proper Distance”: Striving to Understand in a Global World
How are identities as cosmopolitan citizens realized in practice, and how can dialogue be fostered across differences in culture, language, ideology, and geography? More particularly, how might young people be positioned to develop effective and ethical responses, in our digital age, to local and global concerns? Such are the questions we addressed in a design‐based research project that linked young people around the world via a private social n…
Successes and Challenges of the “New” College- and Career-Ready Standards: Seven Implementation Trends
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
Multiplicities in Motion: A Turn to Transliteracies
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
Teaching in global collaborations: Navigating challenging conversations through cosmopolitan activity
The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an…
Reframing temporality in participatory visual research with timelapse video
In this article, the authors offer 'timelapse'-removing frames from video footage to effectively 'speed up' visual activity-as an experimental method for engaging in the practice of seeing the emergence and contingency of activity across different timescales and in collaboration with participants. Building on previous calls to zoom up and out in analysis in order to understand the cumulative impact of moments, events, and episodes across differen…
Expanding Community: Youth, Social Networking and Schools
This study examined the construct of community and its development in online spaces through a qualitative analysis of middle school students’ participation in a private social network. Drawing on notions of community inspired by philosopher Jean-Luc Nancy, we found that students, despite not knowing one another previously, were willing both to encounter and come to know each other, using the resources of the network to build the trust that became…
Literate Arts in a Global World: Reframing Social Networking as Cosmopolitan Practice
Annotated Bibliography of Research in the Teaching of English
This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website
Expanding Community: Youth, Social Networking and Schools
This study examined the construct of community and its development in online spaces through a qualitative analysis of middle school students’ participation in a private social network. Drawing on notions of community inspired by philosopher Jean-Luc Nancy, we found that students, despite not knowing one another previously, were willing both to encounter and come to know each other, using the resources of the network to build the trust that became…
Local Literacies, Global Scales: The Labor of Global Connectivity
While connecting students and teachers in new configurations using digital technologies offers great promise for literacy and learning, this column considers the complexities of negotiating local and global literacies in global collaborations. It introduces the theoretical concept of scaling to highlight the ways teachers actively and strategically work across differentially ordered social spaces, texts, and resources. The authors suggest that te…
Cosmopolitan Literacies, Social Networks, and “Proper Distance”: Striving to Understand in a Global World
How are identities as cosmopolitan citizens realized in practice, and how can dialogue be fostered across differences in culture, language, ideology, and geography? More particularly, how might young people be positioned to develop effective and ethical responses, in our digital age, to local and global concerns? Such are the questions we addressed in a design‐based research project that linked young people around the world via a private social n…
Restorying the Self: Bending Toward Textual Justice
In this essay, Ebony Elizabeth Thomas and Amy Stornaiuolo explore new trends in reader response for a digital age, particularly the phenomenon of bending texts using social media. They argue that bending is one form of restorying, a process by which people reshape narratives to represent a diversity of perspectives and experiences that are often missing or silenced in mainstream texts, media, and popular discourse. Building on Louise Rosenblatt's…
Teaching in global collaborations: Navigating challenging conversations through cosmopolitan activity
Developing a Transliteracies Framework for a Connected World
This article introduces a transliteracies framework to conceptually account for the contingency and instability of literacy practices on the move and to offer a set of methodological tools for investigating these mobilities. Taking the paradox of mobility—the simultaneous restricting or regulation of movement that accompanies mobility—as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how mean…
Contexts of Digital Socialization: Studying Adolescents' Interactions on Social Network Sites
Scaling as a Literacy Activity: Mobility and Educational Inequality in an Age of Global Connectivity
This article takes up an area of central concern for educators in an era of global connectivity: howto account for the mobility of people, texts, and practices while simultaneously addressing persistent educational inequalities. In attending to the ways people participate in unequal globalized contexts,even educational contexts constructed to bring students and teachers together, we examine how resources such as time, space, materials, national i…
Multiplicities in Motion: A Turn to Transliteracies
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
Assembling “Digital Literacies”: Contingent Pasts, Possible Futures
In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the conce…
Successes and Challenges of the “New” College- and Career-Ready Standards: Seven Implementation Trends
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Tracing networked writing in an online community through resonance maps
Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state…
Reading Rhetorically: Discussing the Ethics of Narrative Form
In this study, we explore discussions of literature in a high school English Language Arts (ELA) classroom, examining how students read rhetorically. Reading rhetorically considers the ethical effects of narrative content as it is mediated through character dialogue and action, narrator discourse, and the author's organization: a narrative as a story told to someone for some rhetorical purpose. Drawing from rhetorical narratology, we analyzed dat…
Towards a Jazz Pedagogy: Learning with and from Jazz Greats and Great Educators
Throughout this article we argue that collectivity and soul inform the work of the expert teachers who we refer to as Jazz Pedagogues. Jazz’s complicated history, like teaching, calls for a consideration of the painful, the messy, the beautiful, and the healing. We, a team of university researchers and classroom teachers, examine the ways jazz can serve as one way to understand how Black-centric, anti-racist English teachers draw on their pedagog…
Pocket Writing: How Adolescents’ Self-Sponsored Writing Circulates in School
This article explores the mobile and material dimensions of a writing practice we call pocket writing. Emergent in our 6-year ethnographic fieldwork at a public high school, this practice involved adolescents composing and carrying their self-sponsored writing close to their bodies. We consider the pocket both a physical artifact—the place from which writing emerged at the right moment—and a metaphor describing how youth created small, portable b…
The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies
This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a foc…
The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an…
Reframing temporality in participatory visual research with timelapse video
In this article, the authors offer 'timelapse'-removing frames from video footage to effectively 'speed up' visual activity-as an experimental method for engaging in the practice of seeing the emergence and contingency of activity across different timescales and in collaboration with participants. Building on previous calls to zoom up and out in analysis in order to understand the cumulative impact of moments, events, and episodes across differen…
Changes that stick
Many education leaders may wonder how to implement sustainable policy changes that will benefit youth, families, and the community. Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, and Andy Porter share findings from school change efforts in more than 170 districts in five states. They present six key strategies based on this work, and they share examples of how districts employed the succ…
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical…
Navigating Writing in a Postdigital Age: An “Open World Writing” Approach to Writing Instruction
This discussion introduces a heuristic to guide writing instruction with adolescents and young adults. Our framework, called “Open World Writing,” consists of six writing territories (vision, material, design, voice, flow, polish) that provide focus and clarity for writing and educators working across academic and creative writing projects. We describe the “how” and “what” of Open World Writing, including anecdotes from our writing space affiliat…
Youth–Adult Partnerships in Digital Spaces: Redesigning an Online Writing Community Together
This paper explores how an intergenerational research team ( n = 21) used a three‐phase participatory design approach and youth–adult partnerships to establish a youth‐led digital writing community on Discord. Findings analyze three “moments of emergence”: (1) a moment in which we navigated tensions between our intergenerational writerly affinities and the persistence of youth–adult hierarchies; (2) a moment in which youth expertise became visibl…
Sociology (25 works) · Pedagogy (20 works) · Psychology (19 works) · Literacy, Media, and Education (16 works) · Computer Science (13 works) · Epistemology (10 works) · Political science (10 works) · Linguistics (8 works) · Mathematics education (8 works) · Literacy (6 works)