Selected Published Works by Susi Long

"Engaged in Going Beyond: Four Year Olds and Authoring," Ohio Journal of the English Language Arts, Spring 2002.
In this article, Susi, with the help of preservice teacher, Catherine Black, tells the story of Catherine’s venture into Writing Workshop with four children in a four-year-old kindergarten. Using the children’s work as demonstrations, the article walks through the process of Catherine’s minilessons and authors circles (conversations) as the children began to view their approximations as legitimate authorship.

"Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice"  (in press, Genishi & Goodwin’s Diversities in Early Childhood Education: Rethinking and Doing).
Susi and coauthors Clavis Anderson, Melanie Clark, and Becky McCraw tells the story of a group of teachers’ exploration of home and community literacies as they worked to debunk the deficit perspective from which children of color, speakers of English as a new language, and children of poverty are too often viewed. Their stories describe learning literacy through the music of a Somali Bantu five-year-old, the Sunday School experiences of an eight-year-old, and a second grader’s knowledge of chicken farming paving the way for his acceptance by peers as a literacy expert. In this article, the authors also describe the process of their own learning including tensions confronted and the struggle to move beyond those tensions.

Many Pathways to Literacy: Young children learning with siblings, peers, grandparents, and communities. 
Routledge Falmer, 2004.
Co-edited by Susi and her colleagues Dinah Volk and Eve Gregory, this book explores the other teachers in children’s lives beyond classroom teachers and parents. Each chapter provides a portrait of learning that takes place when children are supported by peers, siblings, grandparents, and community members. Across multiple cultural settings in the U.S. and the U.K., implications are drawn for what teachers might learn to inform practice in schools.

"Tuning in to Teacher-Talk: A Second Language Learner Struggles to Comprehend,"
Reading, Literacy, and Language, UKRA, November 2002.
In this article, Susi uses the experiences of a new language learner to identify conditions in school that supported her comprehension of classroom events and interactions as well as conditions that caused her to tune out, become uneasy and sometimes frightened, and lose confidence.