Lori Mckee
Biographic Data
| ID | 3701302 |
|---|---|
| NAME | Lori Mckee |
| GIVEN NAMES | Lori |
| FAMILY NAME | Mckee |
| SIGNATURE | MCKEE L |
| AFFILIATIONS | University of Saskatchewan |
| ORCID | 0000-0002-7856-6085 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Attuning to the Digital: Inquiring into Our Teacher Educator Literacies Practices
This article reports on a collaborative S-STEP where the authors, in response to the LLRC 2024 Preconference Call, attuned to digital media within their instructional practices in elementary English Language Arts (ELA) methods courses. This inquiry engaged with posthumanist theories of agential realism and concepts of entanglement and intra-actions. Findings for this paper come from an agential cut focused on a set of reading-focused literacy cen…
Language and Literacies as Joyful Possibilities: An Introduction to the Special Issue
Language and Literacies as Joyful Possibilities: An Introduction to the Special Issue. Un article de la revue Language and Literacy / Langue et littératie (Special Issue: Language and Literacies as Joyful Possibilities) diffusée par la plateforme Érudit
Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator's literacies pedagogies
In 1997-1998, we taught in the same independently funded elementary school. As teachers of Grade 1 and Grade 2, the school leadership asked us to research and recommend a program to support early reading instruction and replace the outdated basal readers. Opinions were sometimes diverse as we met with parents and school board members to identify beliefs/priorities in early reading instruction. More than 25 years later, in our work as teacher educ…
Literacy Teachers Navigating Turbulent Times in Canada
Literacy Teachers Navigating Turbulent Times in Canada / Faire face à la tempête : enseignement, littératie et instabilités au Canada. Un article de la revue Language and Literacy / Langue et littératie (Special Issue: Literacy Teachers Navigating Turbulent Times in Canada) diffusée par la plateforme Érudit
Antle Discovers his Voice: Examining Uses of Oral Language Resources for Mi’kmaw Learners
This article shares findings from the first phase of program evaluation of Antle, a holistic language resource for teaching, learning and assessment. The program evaluation was guided by understandings that appreciate the interconnections of literacies and identities and is situated within a decolonizing framework that recognizes the transformation of Indigenous knowledges as essential. A quantitative and qualitative analysis was conducted. Analy…
Learning to Teach Outside the Box: Exploring Newness in Literacies Pedagogies in a Pandemic
This article explores the innovative lesson planning assignments of preservice teacher, Marie, as part of an alternate teaching practicum during the pandemic closure of schools in Spring 2020. Marie viewed this shift in context as an opportunity to “think outside of the box”, to be creative and divert from a traditional lesson planning template. As we read the examples from Marie’s lesson plan assignments, we think with posthumanist theories of e…
Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature
This article presents an equity-informed systematic review of research pertinent to the offering of virtual early childhood education programming to young children and their families. Findings are presented as guidelines which may shape the delivery of future programming within virtual contexts. These findings are organized within three major areas that were identified through the methodology: Building Connections and Fostering Online Relationshi…
Enabled to play, enabled to explore: Children's Civic Engagement, Literacies, and Teacher Professional Learning
Drawing from a multiple-case study of professional learning in literacy, this article presents vignettes from a Grade 1 classroom where the professional learning focused on multimodal literacy pedagogies that combined digital and print-based resources to expand children’s meaning-making. Linking children’s opportunities for expansive literacy options and civic engagement, we focus on a lesson cycle in one teacher’s engagement in the learning. We …
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Enabled to play, enabled to explore: Children's Civic Engagement, Literacies, and Teacher Professional Learning
Drawing from a multiple-case study of professional learning in literacy, this article presents vignettes from a Grade 1 classroom where the professional learning focused on multimodal literacy pedagogies that combined digital and print-based resources to expand children’s meaning-making. Linking children’s opportunities for expansive literacy options and civic engagement, we focus on a lesson cycle in one teacher’s engagement in the learning. We …
Learning to Teach Outside the Box: Exploring Newness in Literacies Pedagogies in a Pandemic
This article explores the innovative lesson planning assignments of preservice teacher, Marie, as part of an alternate teaching practicum during the pandemic closure of schools in Spring 2020. Marie viewed this shift in context as an opportunity to “think outside of the box”, to be creative and divert from a traditional lesson planning template. As we read the examples from Marie’s lesson plan assignments, we think with posthumanist theories of e…
Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature
This article presents an equity-informed systematic review of research pertinent to the offering of virtual early childhood education programming to young children and their families. Findings are presented as guidelines which may shape the delivery of future programming within virtual contexts. These findings are organized within three major areas that were identified through the methodology: Building Connections and Fostering Online Relationshi…
Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator's literacies pedagogies
In 1997-1998, we taught in the same independently funded elementary school. As teachers of Grade 1 and Grade 2, the school leadership asked us to research and recommend a program to support early reading instruction and replace the outdated basal readers. Opinions were sometimes diverse as we met with parents and school board members to identify beliefs/priorities in early reading instruction. More than 25 years later, in our work as teacher educ…
Literacy Teachers Navigating Turbulent Times in Canada
Literacy Teachers Navigating Turbulent Times in Canada / Faire face à la tempête : enseignement, littératie et instabilités au Canada. Un article de la revue Language and Literacy / Langue et littératie (Special Issue: Literacy Teachers Navigating Turbulent Times in Canada) diffusée par la plateforme Érudit
Antle Discovers his Voice: Examining Uses of Oral Language Resources for Mi’kmaw Learners
This article shares findings from the first phase of program evaluation of Antle, a holistic language resource for teaching, learning and assessment. The program evaluation was guided by understandings that appreciate the interconnections of literacies and identities and is situated within a decolonizing framework that recognizes the transformation of Indigenous knowledges as essential. A quantitative and qualitative analysis was conducted. Analy…
Language and Literacies as Joyful Possibilities: An Introduction to the Special Issue
Language and Literacies as Joyful Possibilities: An Introduction to the Special Issue. Un article de la revue Language and Literacy / Langue et littératie (Special Issue: Language and Literacies as Joyful Possibilities) diffusée par la plateforme Érudit
Attuning to the Digital: Inquiring into Our Teacher Educator Literacies Practices
This article reports on a collaborative S-STEP where the authors, in response to the LLRC 2024 Preconference Call, attuned to digital media within their instructional practices in elementary English Language Arts (ELA) methods courses. This inquiry engaged with posthumanist theories of agential realism and concepts of entanglement and intra-actions. Findings for this paper come from an agential cut focused on a set of reading-focused literacy cen…
Literacy (7 works) · Pedagogy (7 works) · Literacy, Media, and Education (6 works) · Psychology (6 works) · Sociology (6 works) · Mathematics education (4 works) · Child Development and Digital Technology (2 works) · Computer Science (2 works) · Curriculum (2 works) · Global Education and Multiculturalism (2 works)