Angela M Kohnen
Biographic Data
| ID | 4619804 |
|---|---|
| NAME | Angela M Kohnen |
| GIVEN NAMES | Angela M |
| FAMILY NAME | Kohnen |
| SIGNATURE | KOHNEN A M |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-7772-6286 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring the relationships among adolescent students’ metacognitive awareness and social media use on predicting and explaining incidental information literacy
Paradoxical Perceptions: How 6th Graders Make Sense of Social Media
You Are No Longer Your Past Self: Embodied Criticality in One Chinese Rural Student's Storyworlding
This article explores how Chinese rural student Yi (pseudonym) nuancedly challenged dominant narratives surrounding school meritocracy, rural deficit, and success. The analysis centers Yi's narrative—tracing her journey from a rural village to a city high school situated within China's unequal education system and rural-urban divide—powerfully positioning it as a site of counter-storytelling. Building upon existing scholarship that adopts an affe…
Tackling misinformation through online information literacy: Structural and contextual considerations
Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making
In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam‐centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the min…
“Why so Many Words?” Students’ Perspectives on College Access and Success Terminology
This study explores the perspectives of Black men on terminology often used in college access and success recruitment and programmatic materials. The authors suggest that deficit models often result in student enculturation and arise from linguistic complexity and misunderstandings. The findings provide avenues for student affairs professionals to avoid deficit terminology usage and outline methods to include student voices in college access and …
Three Continua of Online Credibility Strategies Used by Eighth Graders
A Study of Middle School Students’ Online Credibility Assessments: Challenges and Possibilities
I'm Always Kind of Double‐Checking”: Exploring the Information‐Seeking Identities of Expert Generalists
Despite a heightened focus on information literacy, students and adults alike struggle to assess online information. In this article, the authors argue that the K–12 information literacy curriculum needs to focus on supporting students to develop identities as expert information seekers to address complex and mutable modern literacy needs. The authors explore commonalities and themes within three different expert information‐seeking professions: …
Information Literacy in the Internet Age: Making Space for Students' Intentional and Incidental Knowledge
The authors argue that nonfiction reading and writing instruction in K–12 settings must include authentic opportunities for students to seek information online. To that end, the authors provide two frameworks for thinking about information acquisition in the 21st century. The first, the intentional and incidental information continuum, describes how adults encounter information. On one end is the information that adults actively seek, often by go…
Middle and High School Teacher Responses to an Authentic Argument Writing Seminar
This qualitative study examined a five‐day summer professional development workshop for English language arts teachers on argument writing. Fourteen teacher participants learned from five different professionals who discussed the role of argument in their fields. Teacher blog posts were coded to understand what teacher participants perceived as important to or different from their previous understandings. Findings include (a) authentic argument i…
They're Not Keeping a Journal of Feelings”: Literacy Initiatives and Career and Technical Education
Career and Technical Education (CTE) centers offer an opportunity for students to engage in authentic reading and writing activities. In many states, “embedding” English and math credits (i.e., allowing students to earn traditional core subject credits in the context of their CTE programs) has become a popular trend. This article reports on one rural CTE center's attempt to embed English credit. While some teachers struggled against a contrived s…
Informational Writing in High School Science: The Importance of Genre, Apprenticeship, and Publication
As states continue to implement CCSS , science teachers will be asked to incorporate more discipline‐specific reading and writing in their classes. Yet, according to national studies, few science teachers have previous experience to draw upon and most have little to no training in writing pedagogy. This article reports on one science teacher's successful implementation of a science journalism writing assignment in her high school chemistry class.…
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Informational Writing in High School Science: The Importance of Genre, Apprenticeship, and Publication
As states continue to implement CCSS , science teachers will be asked to incorporate more discipline‐specific reading and writing in their classes. Yet, according to national studies, few science teachers have previous experience to draw upon and most have little to no training in writing pedagogy. This article reports on one science teacher's successful implementation of a science journalism writing assignment in her high school chemistry class.…
They're Not Keeping a Journal of Feelings”: Literacy Initiatives and Career and Technical Education
Career and Technical Education (CTE) centers offer an opportunity for students to engage in authentic reading and writing activities. In many states, “embedding” English and math credits (i.e., allowing students to earn traditional core subject credits in the context of their CTE programs) has become a popular trend. This article reports on one rural CTE center's attempt to embed English credit. While some teachers struggled against a contrived s…
Middle and High School Teacher Responses to an Authentic Argument Writing Seminar
This qualitative study examined a five‐day summer professional development workshop for English language arts teachers on argument writing. Fourteen teacher participants learned from five different professionals who discussed the role of argument in their fields. Teacher blog posts were coded to understand what teacher participants perceived as important to or different from their previous understandings. Findings include (a) authentic argument i…
Information Literacy in the Internet Age: Making Space for Students' Intentional and Incidental Knowledge
The authors argue that nonfiction reading and writing instruction in K–12 settings must include authentic opportunities for students to seek information online. To that end, the authors provide two frameworks for thinking about information acquisition in the 21st century. The first, the intentional and incidental information continuum, describes how adults encounter information. On one end is the information that adults actively seek, often by go…
I'm Always Kind of Double‐Checking”: Exploring the Information‐Seeking Identities of Expert Generalists
Despite a heightened focus on information literacy, students and adults alike struggle to assess online information. In this article, the authors argue that the K–12 information literacy curriculum needs to focus on supporting students to develop identities as expert information seekers to address complex and mutable modern literacy needs. The authors explore commonalities and themes within three different expert information‐seeking professions: …
A Study of Middle School Students’ Online Credibility Assessments: Challenges and Possibilities
Three Continua of Online Credibility Strategies Used by Eighth Graders
“Why so Many Words?” Students’ Perspectives on College Access and Success Terminology
This study explores the perspectives of Black men on terminology often used in college access and success recruitment and programmatic materials. The authors suggest that deficit models often result in student enculturation and arise from linguistic complexity and misunderstandings. The findings provide avenues for student affairs professionals to avoid deficit terminology usage and outline methods to include student voices in college access and …
Tackling misinformation through online information literacy: Structural and contextual considerations
Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making
In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam‐centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the min…
Paradoxical Perceptions: How 6th Graders Make Sense of Social Media
You Are No Longer Your Past Self: Embodied Criticality in One Chinese Rural Student's Storyworlding
This article explores how Chinese rural student Yi (pseudonym) nuancedly challenged dominant narratives surrounding school meritocracy, rural deficit, and success. The analysis centers Yi's narrative—tracing her journey from a rural village to a city high school situated within China's unequal education system and rural-urban divide—powerfully positioning it as a site of counter-storytelling. Building upon existing scholarship that adopts an affe…
Exploring the relationships among adolescent students’ metacognitive awareness and social media use on predicting and explaining incidental information literacy
Psychology (12 works) · Pedagogy (11 works) · Computer Science (7 works) · Educational Strategies and Epistemologies (7 works) · Mathematics education (7 works) · Sociology (6 works) · Linguistics (5 works) · Educator Training and Historical Pedagogy (4 works) · Information literacy (4 works) · Misinformation and Its Impacts (4 works)