Silvia Noguerón‐liu
Biographic Data
| ID | 4860830 |
|---|---|
| NAME | Silvia Noguerón‐liu |
| GIVEN NAMES | Silvia |
| FAMILY NAME | Noguerón‐liu |
| SIGNATURE | LIU S N |
| AFFILIATIONS | University of Colorado |
| ORCID | 0000-0003-0892-5289 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms
This article is a response to claims made by proponents of “science of reading” and “structured literacy” reading instruction approaches, in regard to their effectiveness with emergent bilingual students. The author argues that the strong knowledge base generated from studies examining the dynamic literacy practices of emergent bilingual students should also be included in reading curriculum, assessment, and teacher education decisions. First, th…
Does the Color of Your Skin Make You American: Immigrant Parents’ Responses to History Texts in the New South
This article describes the ways positioning theory is used to examine the reading responses of immigrant parents to texts about the contributions of historical figures of nondominant backgrounds. I explain how theories of positioning and identity can inform citizenship and social studies education; in particular, programs serving Latinx and immigrant students of diverse backgrounds. I then apply a positionality lens to examine immigrant parents’ …
Everybody Knows Your Business”/“ Todo Mundo Se Da Cuenta ”: Immigrant Adults’ Construction of Privacy, Risk, and Vulnerability in Online Platforms
This article examines immigrant adults’ understandings of privacy, risk, and vulnerability in digital literacy practices that involve visual media. Although the benefits of digital media production have been explored with immigrant youths, the perspectives of adults remain unexplored. Informed by critical and transnational perspectives to digital literacies, ethical guidelines in visual media research, and social constructions of privacy, the aut…
Remembering Michoacán: Digital Representations of the Homeland by Immigrant Adults and Adolescents
Previous research has documented the potential of digital projects for immigrant students to capitalize on their transnational knowledge. Yet, there are only limited insights on the practices and perspectives of immigrant adults in digital/multimodal composition. In this article, we explore how visual media are used by adults and adolescents as resources in the production of digital texts, and as artifacts to elicit accounts and memories. We draw…
Usted Va al Capitolio También: Adult Immigrants’ Positioning in Response to News and Digital Media about Immigration Policy
This article explores the ways in which adult immigrants engaged in discussion about immigration news at a web design course during the passing of Senate Bill 1070 in Arizona. Drawing on the method and theory of mediated discourse analysis, two focal interactions reveal the diverse positions that students took up in relation to anti‐immigrant ideologies and the Latino community response in physical and digital spaces
Access to Technology in Transnational Social Fields: Simultaneity and Digital Literacy Socialization of Adult Immigrants
Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as resources that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004 Levitt…
Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms
This article is a response to claims made by proponents of “science of reading” and “structured literacy” reading instruction approaches, in regard to their effectiveness with emergent bilingual students. The author argues that the strong knowledge base generated from studies examining the dynamic literacy practices of emergent bilingual students should also be included in reading curriculum, assessment, and teacher education decisions. First, th…
Access to Technology in Transnational Social Fields: Simultaneity and Digital Literacy Socialization of Adult Immigrants
Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as resources that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004 Levitt…
Usted Va al Capitolio También: Adult Immigrants’ Positioning in Response to News and Digital Media about Immigration Policy
This article explores the ways in which adult immigrants engaged in discussion about immigration news at a web design course during the passing of Senate Bill 1070 in Arizona. Drawing on the method and theory of mediated discourse analysis, two focal interactions reveal the diverse positions that students took up in relation to anti‐immigrant ideologies and the Latino community response in physical and digital spaces
Everybody Knows Your Business”/“ Todo Mundo Se Da Cuenta ”: Immigrant Adults’ Construction of Privacy, Risk, and Vulnerability in Online Platforms
This article examines immigrant adults’ understandings of privacy, risk, and vulnerability in digital literacy practices that involve visual media. Although the benefits of digital media production have been explored with immigrant youths, the perspectives of adults remain unexplored. Informed by critical and transnational perspectives to digital literacies, ethical guidelines in visual media research, and social constructions of privacy, the aut…
Remembering Michoacán: Digital Representations of the Homeland by Immigrant Adults and Adolescents
Previous research has documented the potential of digital projects for immigrant students to capitalize on their transnational knowledge. Yet, there are only limited insights on the practices and perspectives of immigrant adults in digital/multimodal composition. In this article, we explore how visual media are used by adults and adolescents as resources in the production of digital texts, and as artifacts to elicit accounts and memories. We draw…
Does the Color of Your Skin Make You American: Immigrant Parents’ Responses to History Texts in the New South
This article describes the ways positioning theory is used to examine the reading responses of immigrant parents to texts about the contributions of historical figures of nondominant backgrounds. I explain how theories of positioning and identity can inform citizenship and social studies education; in particular, programs serving Latinx and immigrant students of diverse backgrounds. I then apply a positionality lens to examine immigrant parents’ …
Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms
This article is a response to claims made by proponents of “science of reading” and “structured literacy” reading instruction approaches, in regard to their effectiveness with emergent bilingual students. The author argues that the strong knowledge base generated from studies examining the dynamic literacy practices of emergent bilingual students should also be included in reading curriculum, assessment, and teacher education decisions. First, th…
Sociology (6 works) · Immigration (5 works) · Political science (5 works) · Gender Studies (4 works) · Law (4 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Politics (4 works) · Psychology (3 works) · Computer Science (2 works)