Brittany Adams
Biographic Data
| ID | 6849778 |
|---|---|
| NAME | Brittany Adams |
| GIVEN NAMES | Brittany |
| FAMILY NAME | Adams |
| SIGNATURE | ADAMS B |
| AFFILIATIONS | SUNY Cortland |
| ORCID | 0000-0001-6198-1840 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Digital Anxieties and Caution-Fairy Tales
The Climb Model of Reading
Exploring Asynchronous Implementation of the Gradual Release of Responsibility Framework to Support Graduate Students’ Metacognition When Reading Digital Academic Texts
Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as me…
DmQAR
This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, …
Student readiness for criminal justice social work practice
Concerns have been raised about the readiness of social work graduates for criminal justice practice in many countries, including the United States and Australia. Social workers play an essential role in the criminal justice system, so equipping graduates with the necessary skills, knowledge, and confidence for effective practice is crucial. Using factor analysis and logistic regression, the study investigates the relationship (calibrated vs misa…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
Consent is not as Simple as Tea
In this article, I report on an action project undertaken by a group of young women (aged 18 to 20) to foster public discussions about the prevalence of rape culture on their university’s campus. Students proposed this action project during a book study of a young adult (YA) novel that focused on rape culture and sexual violence. Discussions during the book study resulted in the women creating a video designed for university orientation events th…
“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”
This article reports on one undergraduate student’s journey toward critical literacy about rape culture as a result of reading and discussing a young adult novel in a book study with peers. Using ethnographic and case study methods, the author examines the personal and cultural resources the student brought to the experience, the critical stance she developed, the critical social practices in which she engaged, and the contextual resources that s…
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“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”
This article reports on one undergraduate student’s journey toward critical literacy about rape culture as a result of reading and discussing a young adult novel in a book study with peers. Using ethnographic and case study methods, the author examines the personal and cultural resources the student brought to the experience, the critical stance she developed, the critical social practices in which she engaged, and the contextual resources that s…
Consent is not as Simple as Tea
In this article, I report on an action project undertaken by a group of young women (aged 18 to 20) to foster public discussions about the prevalence of rape culture on their university’s campus. Students proposed this action project during a book study of a young adult (YA) novel that focused on rape culture and sexual violence. Discussions during the book study resulted in the women creating a video designed for university orientation events th…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Exploring Asynchronous Implementation of the Gradual Release of Responsibility Framework to Support Graduate Students’ Metacognition When Reading Digital Academic Texts
Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as me…
DmQAR
This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, …
Student readiness for criminal justice social work practice
Concerns have been raised about the readiness of social work graduates for criminal justice practice in many countries, including the United States and Australia. Social workers play an essential role in the criminal justice system, so equipping graduates with the necessary skills, knowledge, and confidence for effective practice is crucial. Using factor analysis and logistic regression, the study investigates the relationship (calibrated vs misa…
Digital Anxieties and Caution-Fairy Tales
The Climb Model of Reading
Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Criminology (4 works) · Literacy, Media, and Education (4 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works) · Innovative Teaching and Learning Methods (3 works) · Law (3 works) · Political science (3 works)