Catherine Compton-Lilly
Biographic Data
| ID | 761499 |
|---|---|
| NAME | Catherine Compton-Lilly |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Compton-Lilly |
| SIGNATURE | COMPTON-LILLY C |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Creating books and sustaining Indigenous languages with two Atayal communities
This article explores a collaboration designed to support two Indigenous Taiwanese communities to combat language loss and promote Indigenous language literacy. Rather than relying on expert knowledge of literacy and language scholars, we have intentionally sought local knowledge to design and create books that introduce young children to simple phrases and basic conversational vocabulary in Atayal language. To do this, we engaged in a series of …
Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study
In this longitudinal case study, Catherine Compton‐Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandi…
Conceptual Review: Finding Time: Opening Up Conceptions of Time in Literacy and Educational Research
Time and temporality are variously conceptualized and employed ubiquitously in both theoretical and empirical studies of education and literacy. Since education and learning are inherently defined as change over time, any theory of learning or education makes implicit or explicit claims about the nature of time. In this exploratory conceptual review / theoretical essay, temporal discourse analysis is used to identify the temporal claims operating…
Compelling cases: The complexities of a paraprofessional becoming a teacher
Prioritizing Pro-Blackness in literacy research, scholarship, and teaching
Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, a…
Categorization in Literacy Contexts: The Short-Term and Long-Term Effects of Labeling Students and Their Literacies
Meanings and metaphors: What do they tell us about silence
Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas
Centering Learners: Literate Identities and Literacy Education
Global, International, and Transnational Perspectives on Literacy: A Special Issue
Community, Collaboration, and the Co-Construction of Learning: JLR as a Space for Literacy Dialogue
Identity, Diversity, and Inclusion: Literacy Practices Across Educational Contexts
Learning from the children: Childhood, culture and identity in a changing world
Learning from the children: childhood, culture and identity in a changing world." National Identities, 21(1), pp. 113–114
Reading Students' Lives: Literacy Learning across Time
Reading Students’ Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students’ lives across time. The final book in a series of four that track a group of low-income African American students and their parents across a decade, it follows the same children into high school, bringing to the forefront issues and i…
Time in education: Intertwined dimensions and theoretical possibilities
In this article, Compton-Lilly proposes that time acts as a constitutive dimension of people's experiences that significantly affects the ways people make sense of their worlds. After briefly examining the ways time has been conceptualized in educational practice, she explores the temporal affordances of three highly influential theories described by Bakhtin, Bourdieu, and Lemke. To illustrate the temporal potential of these theories, Compton-Lil…
Literacy and Schooling in One Family across Time
Most research involving the analyses of discourses targets particular points in time or relatively short durations (i.e., one semester, one year). Failure to recognize the ways discourses operate over long periods of time limits the ability of educators and researchers to recognize the temporal nature of meaning construction. Through this longitudinal research project, I tracked discourses about literacy and schooling to document how events at mu…
High-stakes testing and the decline of teaching and learning: The Real Crisis in Education
High-stakes testing and the decline of teaching and learning: the real crisis in education, by David Hursh, Plymouth, UK: Rowman & Littlefield, 2008, 186 pp., US$26.95 (paperback), ISBN 9-780742561
Time in education: Intertwined dimensions and theoretical possibilities
In this article, Compton-Lilly proposes that time acts as a constitutive dimension of people's experiences that significantly affects the ways people make sense of their worlds. After briefly examining the ways time has been conceptualized in educational practice, she explores the temporal affordances of three highly influential theories described by Bakhtin, Bourdieu, and Lemke. To illustrate the temporal potential of these theories, Compton-Lil…
High-stakes testing and the decline of teaching and learning: The Real Crisis in Education
High-stakes testing and the decline of teaching and learning: the real crisis in education, by David Hursh, Plymouth, UK: Rowman & Littlefield, 2008, 186 pp., US$26.95 (paperback), ISBN 9-780742561
Literacy and Schooling in One Family across Time
Most research involving the analyses of discourses targets particular points in time or relatively short durations (i.e., one semester, one year). Failure to recognize the ways discourses operate over long periods of time limits the ability of educators and researchers to recognize the temporal nature of meaning construction. Through this longitudinal research project, I tracked discourses about literacy and schooling to document how events at mu…
Reading Students' Lives: Literacy Learning across Time
Reading Students’ Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students’ lives across time. The final book in a series of four that track a group of low-income African American students and their parents across a decade, it follows the same children into high school, bringing to the forefront issues and i…
Time in education: Intertwined dimensions and theoretical possibilities
In this article, Compton-Lilly proposes that time acts as a constitutive dimension of people's experiences that significantly affects the ways people make sense of their worlds. After briefly examining the ways time has been conceptualized in educational practice, she explores the temporal affordances of three highly influential theories described by Bakhtin, Bourdieu, and Lemke. To illustrate the temporal potential of these theories, Compton-Lil…
Learning from the children: Childhood, culture and identity in a changing world
Learning from the children: childhood, culture and identity in a changing world." National Identities, 21(1), pp. 113–114
Community, Collaboration, and the Co-Construction of Learning: JLR as a Space for Literacy Dialogue
Identity, Diversity, and Inclusion: Literacy Practices Across Educational Contexts
Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas
Centering Learners: Literate Identities and Literacy Education
Global, International, and Transnational Perspectives on Literacy: A Special Issue
Prioritizing Pro-Blackness in literacy research, scholarship, and teaching
Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, a…
Categorization in Literacy Contexts: The Short-Term and Long-Term Effects of Labeling Students and Their Literacies
Meanings and metaphors: What do they tell us about silence
Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study
In this longitudinal case study, Catherine Compton‐Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandi…
Conceptual Review: Finding Time: Opening Up Conceptions of Time in Literacy and Educational Research
Time and temporality are variously conceptualized and employed ubiquitously in both theoretical and empirical studies of education and literacy. Since education and learning are inherently defined as change over time, any theory of learning or education makes implicit or explicit claims about the nature of time. In this exploratory conceptual review / theoretical essay, temporal discourse analysis is used to identify the temporal claims operating…
Compelling cases: The complexities of a paraprofessional becoming a teacher
Creating books and sustaining Indigenous languages with two Atayal communities
This article explores a collaboration designed to support two Indigenous Taiwanese communities to combat language loss and promote Indigenous language literacy. Rather than relying on expert knowledge of literacy and language scholars, we have intentionally sought local knowledge to design and create books that introduce young children to simple phrases and basic conversational vocabulary in Atayal language. To do this, we engaged in a series of …
Pedagogy (13 works) · Psychology (13 works) · Sociology (13 works) · Literacy (10 works) · Mathematics education (9 works) · Education Systems and Policy (7 works) · Gender Studies (6 works) · Multilingual Education and Policy (5 works) · Global Education and Multiculturalism (4 works) · Political science (4 works)