This study investigated power relations in a graduate seminar on "Literacy learning and knowledge acquisition." Three categories were examined in relation to ideological assumptions: students' expectations, institution's expectations, and teachers' perceptions of their roles as guided by their teaching perspectives. The study aimed at…

This is a response to Liggett's (2014) call to implement "deliberate democracy" in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my…

One of the greatest outcomes of experiencing culturally responsive teaching is a sense of empowerment. In teaching a graduate course on culturally responsive teaching, I wanted my students to experience that power. To accomplish this, I decided to provide students with a comprehensive understanding of culturally responsive pedagogy and a holistic…

The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by supporting readers in creating multimodal responses to reading. Results indicate that several features…

Notes that for women and girls, anxiety about technology is compounded by traditional gender-power dynamics that often position technology as male, and by the development of technological literacy as a product to be mastered rather than nurtured. Questions the extent to which web-based literacies can be taught while also fostering technological…