2013 Promising Researcher Award Winner
The awards committee wants to congratulate Amy Stornaiuolo for being selected from an outstanding field of promising researchers this year. The papers were rated based on their statements of research problems, reviews of relevant literature, methodology and data analysis, grounding of evidence, significance of results, and clarity and style. Dr. Stornaiuolo’s paper, entitled “ ‘Like two different worlds’: Teachers’ perspectives on social networking and schooling,” is excellent in each of these categories. Generally, we value the expansiveness of this two-year ethnography with sites in India, South Africa, Norway, and the United States. More specifically, we appreciate her attention to both the empirical and conceptual scholarship shaping her study, and we value the explicitly delineated methods including macro, meso, and micro levels of analyses. Ultimately, her attention to the role teachers’ conflicting ideologies play in integrating technology in educational spaces offers significant implications for schools.
Amy Stornaiuolo is an assistant professor at the University of Pennsylvania in the Reading/Writing/Literacy division of the Graduate School of Education. Her research examines adolescents' multimodal composing practices, teachers’ educational uses of digital technologies, and relationships between authors and audiences in online spaces. More broadly, her work centers on how to create equitable and accessible learning opportunities for all young people by examining how youth draw on diverse cultural and linguistic repertoires as they participate in richly literate lives across multiple social contexts—and the role teachers and mentors play in these practices. In her dissertation work, a two year ethnography of teachers engaged in an international social networking project (Space2Cre8), she examined how the teachers addressed the challenges of incorporating digital and social media into their pedagogies, especially in navigating the difficulties of fostering online communication and dialogue across difference. Dr. Stornaiuolo's work has appeared in a number of journals, and her article "Cosmopolitan imaginings of self and other" (with Glynda Hull and Urvashi Sahni) won the 2011 Janet Emig award from NCTE's Conference on English Education. She was recently awarded the 2013 Elva Knight Research Grant for her upcoming project, “Exploring Social Reading: Adolescents’ Literacy Practices in an Interactive Reading Community.”
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Tisha Y. Lewis, "We txt 2 sty cnnectd: Digital literacies, Meaning-Making, and Activity Theory Systems between an African American mother and son."
2012 - Finalist
Ebony Elizabeth Thomas, "Sustaining Culturally Responsive Discourse in Black and White: Negotiating Social Solidarities Through English Teacher Talk."
Jennifer Buehler, "'We Have a Culture of Failure Here": Analyzing the Production of School Culture in an Urban High School."
Marcelle Haddix, "No Longer on the Margins: Researching the Hybrid Literate Identities of Black and Latina Preservice Teachers."
Steve Amendum, "Federally-Funded Reading Intervention and Reading Growth: Which Features Matter in High Poverty Schools?"
Elizabeth Dutro: "What 'Hard Times' Means: Mandated Curricula, Middle-Class Assumptions, and the Lives of Poor Children."
Amy Suzanne Johnson: "Literate Practice as Answerable Response: Sally Harris' Mandate for Literacy in the Rural South."
Leah Zuidema: "Give 'Em Some Space: Online Induction Networks for Beginning Teachers."
Tara Star Johnson: "Crossing the Line: When Pedagogical Relationships Go Awry."
Steven Talmy: "The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality and identity in L2 socialization."
Amanda Thein: "She's not a prostitute!: Re-reading working-class girls' responses to literature throught an examination of interpretive practices.
Deborah Bieler: "Re-Imagining mentoring as Dialogic Praxis: using Discourse Analysis to Examine Student-Teacher/University Mentor Talk."
Jessica Zacher: "Analyzing children's social positioning and struggles for recognition in a classroom literacy event."
Victoria Haviland: "Things Get glossed Over: Rearticulating the Silencing Power of Whiteness in Education."
Beth L. Samuelson: "Ventriloquation in discussionso of student writing."
Mary Juzwik: “Narrative performance in teaching as a rhetoric of identification: A stylistic analysis of parallelism in “Violence was the way to go.”
Karen Macbeth: “Diverse, Unforeseen, and Quaint Difficulties:” The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing.
Korina Jocson: “Bob Dylan and Hip Hop”: Hybrid Cultural and Literacy Practices in Youth Poetry Communities.
Maisha Tulivu Fisher: “Every city has soldiers”: The Role of Apprenticeship in
Participatory Literacy Communities”
Aria Razfar: “Repair: A Practice of Language Ideologies in Engish Language
2003 None Selected
Lorraine Cella: “Reading the Complex World: Students Approach The Scarlet
Letter from Multiple Perspectives.” West Wood School, New Jersey
Don Pedersen: “Question and Answer: Reading Nonfiction to Develop the
Ronald Pitcock: “Let the Youths Beware!”: The Sponsorship of Early
Nineteenth-Century Native American Literacy.” Texas Christian University,
Yolanda J. Majors, Ph.D.: “Shoptalk: Teaching and Learning in an African
American Hair Salon.” The University of Georgia, Athens.
Jill Heinrich: “Boys’ Talk: Mediating Masculinity in the English Classroom.”
The University of Iowa, Iowa City.
Diane Downer Anderson: “Casting Gender as Social Identity through Literacy
Practices: Third and Fourth Graders in Two Multi-Age Classrooms”,
Swarthmore College-Swarthmore, Pennsylvania
Steven Bialostok: “Discourses of Literacy: Cultural Models of White, Urban, Middle-Class Parents of Kindergarten Children”, University of Wyoming, Laramie
Cindy O’Donnell-Allen: “Teaching with a Questioning Mind: The Development of a Teacher Research Group into a Discourse Community”, Colorado State University-Fort Collins
Dr. Su-Yueh Wu: “The Influence of Collectivism and Individualism on
Argumentative Writing by Chinese and North American”, Sponsor: Don Rubin, University of Georgia
Dr. Nell K. Duke: “3.6 Minutes Per Day: The Scarcity of Informational Texts in
First Grade”, Sponsor: Victoria Purcell-Gates, Harvard University
Dr. Chandra Adkins: “Challenging the Pluralism of Our Past: Presentism and
the Selective Tradition in Historical Fiction for Young People”, Sponsor: Joel
Taxel, University of Georgia
Professor Zhihui Fang: “Extending Literate Register Potential in Whole
Language and Code Emphasis Classrooms: A discourse Perspective on Young
Children’s Writing Development”, Sponsor: Beverly Cox, University of Florida
Dr. Lawrence R. Sipe: “The Construction of Literary Understanding by First
and Second Graders in Response to Picture Storybook Readalouds”, Sponsor:
Janet Hickman, University of Pennsylvania
Susi Long: “Learning to Get Along: Language and Literacy in a New Cultural
Setting”, University of South Carolina-Columbia
Cynthia Lewis: “The Social Drama of Literature Discussions in a Fifth/Sixth-
Grade Classroom”, Grinnell College-Iowa
Terry Underwood: “The Impact of a Portfolio Assessment System on the
Instruction, Motivation, and Achievement of Seventh and Eighth-Grade English
Language Arts Students in a Northern California Middle School”, Roseville-
Margaret J. Finders: “Just Girls’: Literacy and Allegiance in Junior High School”, Purdue University-West Lafayette, Indiana
Jeffrey D. Wilhelm: “Reading is Seeing: Using Visual Response to Improve the
Literary Reading of Reluctant Readers”, Beaver Dam Middle School, Wisconsin
Steven Z. Athanases: “Beyond Silence and the Graceful Liberal Gesture: Urban Tenth Graders Discussing Literature and Diversity”, Stanford University-
Joy Pie-Lin Chung: “Language Socialization in a Clique of Chinese Immigrant
Students: An Enthnography of a Process of Social Identity Formation”, San
Elaine Chin: “Learning to Write the News”, University of Michigan
Cheri L. Williams: “The Language and Literacy Worlds of Three Profoundly
Deaf Preschool Children”, University of Cincinnati
Rebecca E. Burnett: “Conflict in the Collaborative Planning of Co-authors:
How Substantive Conflict, Representation of Task, and Dominance Relate to
High-Quality Documents”, Iowa State University
Anne DiPardo: “Nested Contexts: A Basic Writing Adjunct Program and the
Challenge of ‘Educational Equity’”, University of Iowa
Carol D. Lee: “Signifying as a Scaffold for Literary Interpretation: The
Pedagogical Implications of an African American Discourse Genre”
Cynthia Greenleaf: “Technological Indeterminacy: The Role of Classroom
Writing Practices in Shaping Computer Use”, University of California-Berkeley
Peggy Trump Loofbourrow: “Composition in the Context of the CAP: A Case
Study of the Influences of the California Assessment Program on the Life of One
Junior High School”, Castro Valley-California
John M. Ackerman: “Reading, Writing, and Knowledge: The Role of
Disciplinary Knowledge in Comprehension and Composing”, University of Utah
William Sweigart: “Classroom Talk as It Affects Process and Product Writing”,
Indiana University Southeast-New Albany