@article{knox_cryer-coupet_golden_cerda-smith_wiseman_barber_gaona_2023, title={Correlates of Adverse Childhood Experiences and Secondary Traumatic Stress in School Personnel}, volume={12}, ISSN={["2578-4226"]}, DOI={10.1037/spq0000604}, abstractNote={While previous research has noted the large numbers of school personnel with exposure to potentially traumatic experiences and its relation to secondary traumatic stress, it is unclear how different patterns of adverse childhood experiences influence secondary traumatic stress. As such, the present study employed latent profile analysis to examine natural groups of adverse childhood experience (ACE) history in 218 school mental health professionals (65% female; 55% White, 17.9% Black; 39% early career, 34% midcareer, and 28% late career; Mage = 32.91) and 348 teachers (80% female; 80.5% White, 6.3% Black; 16% early career, 14% midcareer, and 70% late career; Mage = 41.03) to examine the magnitude of secondary traumatic stress. The present study also examined the moderating effect of trauma-informed practice efficacy on the relationship between ACE history latent profiles and secondary traumatic stress. Four latent profiles were revealed among school personnel: (a) low ACEs, (b) average ACEs (c) neglected, and (d) high ACEs. Additionally, trauma-informed practice efficacy did not moderate the relationship between ACEs history profiles and secondary traumatic stress. Implications include targeted approaches for helping school personnel decrease secondary traumatic stress. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, journal={SCHOOL PSYCHOLOGY}, author={Knox, Jerica and Cryer-Coupet, Qiana and Golden, Alexandrea R. and Cerda-Smith, Jackie and Wiseman, Angela and Barber, Sarah and Gaona, Mayra}, year={2023}, month={Dec} }
 @article{lo_wiseman_2022, title={'That's my dumb husband': Wild things, battle bears and heteronormative responses in an afterschool reading club}, volume={4}, ISSN={["1741-2919"]}, DOI={10.1177/14687984221079008}, abstractNote={In this paper, we analyse a group of 6 and 7 year olds’ interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality, and how these discourses are enacted. Our guiding question was: How did discourses of gender/sex/uality circulate in this group of young children’s multimodal and playful responses to a literacy event? By considering the relationship between reader response, play and gender/sex/uality, we gained insight into how children’s responses to texts are connected to their own identities and lived experiences. We used critical multimodal discourse analysis to understand the children’s meaning-making processes. This revealed how the children were drawing from varying scripts to inform their play and creative processes. The children referenced gender/sex/uality to collaborate, to compete and to seek inclusion or status in the group. We discuss four children who drove this collective dialogue and who guided the group’s interactions. Another child’s responses pushed against and evolved in tandem with the emerging consensus. This study deepened and expanded our consciousness of children’s enactments of gender/sex/uality and how such enactments reinforced heteronormativity. The children’s artefacts, actions and talk are testimony of dominant discourses that guided and ultimately led them to adopt storylines that aligned with heteronormative scripts. Our analysis of how the children’s responses unfolded revealed how power asymmetries were reinforced and hegemonic ideologies persisted. Understanding the influences of social norms during interactive literacy events may help educators create opportunities for all learners to write themselves into these events and classroom interactions more broadly.}, journal={JOURNAL OF EARLY CHILDHOOD LITERACY}, author={Lo, Rachel Skrlac and Wiseman, Angela}, year={2022}, month={Apr} }
 @article{wiseman_turner_cappello_2021, title={"I Drew Myself Right There": third grade girls restorying for visual justice}, volume={9}, ISSN={["1175-8708"]}, DOI={10.1108/ETPC-07-2020-0071}, abstractNote={
Purpose
This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues.


Design/methodology/approach
This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements.


Findings
The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom.


Originality/value
In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.
}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Wiseman, Angela M. and Turner, Jennifer D. and Cappello, Marva}, year={2021}, month={Sep} }
 @article{cryer-coupet_wiseman_atkinson_gibson_hoo_2021, title={Teaching Note-Drawn Together: Collaboration Between Social Work and Education to Address Family Trauma}, volume={57}, ISSN={["2163-5811"]}, DOI={10.1080/10437797.2020.1764890}, abstractNote={ABSTRACT In the past few decades, scholars and practitioners have given increasing attention to the experiences of families affected by trauma related to substance use, homelessness, and incarceration. As parents seek to restore and maintain parental bonds during traumatic separations and transitions, interdisciplinary family literacy interventions can be impactful. Given their shared interests, social workers and educators are uniquely positioned to work with community-based stakeholders to implement trauma-informed interventions. Research suggests that MSW graduates do not feel confident in their ability to demonstrate clinical competencies related to assessing substance use, implementing family interventions, and engaging in interdisciplinary teamwork. This teaching note describes the implementation of a trauma-informed family literacy intervention and explores ways to use this model in an interdisciplinary social work and education course.}, number={4}, journal={JOURNAL OF SOCIAL WORK EDUCATION}, author={Cryer-Coupet, Qiana R. and Wiseman, Angela M. and Atkinson, Ashley A. and Gibson, Stephen and Hoo, Ann M.}, year={2021}, month={Oct}, pages={817–824} }
 @article{wiseman_atkinson_cryer-coupet_2020, title={"As We Talk About This More, a Box Opens Up": Family Literacy Programs for Fathers in Treatment for Substance Use Disorder}, ISBN={1936-2706}, DOI={10.1002/jaal.1115}, abstractNote={Abstract Parenting while transitioning out of incarceration, homelessness, or drug addiction has received inadequate attention despite the fact that these factors affect more and more of the U.S. population each day. This article is about a family literacy program implemented in a residential treatment facility where the fathers, most of whom were previously incarcerated and now receiving treatment for substance use disorder, have been parenting from afar with limited access to their children. Fathers participated in a family literacy program where they respond to children’s literature with the intention of eventually reading with their children. Our research was guided by the following question: How do fathers who are separated from their children while in a residential treatment program, read and respond to children’s literature in a small‐group setting? Findings reflect how fathers wanted to share their feelings about parenting and also consider their identities as fathers who were also addicts.}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Wiseman, Angela M. and Atkinson, Ashley A. and Cryer-Coupet, Qiana R.}, year={2020} }
 @article{clayton_medina_wiseman_2019, title={Culture and community: Perspectives from first-year, first-generation-in-college Latino students}, volume={18}, ISSN={["1532-771X"]}, DOI={10.1080/15348431.2017.1386101}, abstractNote={ABSTRACT This qualitative study explores the college choice process and first-year experiences of first-generation college Latino students. Case study analysis was used with one-on-one interviews, revealing five emerging themes: (1) Latino identity expression; (2) first in the family; (3) desire for sense of community; (4) embracing Latino identity in college; and (5) personal responsibility for education. Findings revealed how the importance of cultural identity and responsibilities regarding first-generation college attendance were important to participants’ experiences.}, number={2}, journal={JOURNAL OF LATINOS AND EDUCATION}, author={Clayton, Ashley B. and Medina, Mary C. and Wiseman, Angela M.}, year={2019}, pages={134–150} }
 @article{wiseman_vehabovic_jones_2019, title={Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives}, volume={47}, ISSN={["1573-1707"]}, DOI={10.1007/s10643-019-00933-9}, number={4}, journal={EARLY CHILDHOOD EDUCATION JOURNAL}, author={Wiseman, Angela M. and Vehabovic, Nermin and Jones, Jill S.}, year={2019}, month={Jul}, pages={465–474} }
 @article{wiseman_jones_2018, title={Examining Depictions of Bullying in Children's Picturebooks: A Content Analysis From 1997 to 2017}, volume={32}, ISSN={["2150-2641"]}, DOI={10.1080/02568543.2017.1419320}, abstractNote={ABSTRACT This article examines how bullying is portrayed within children’s picturebooks published in the last 20 years. Two overarching questions guide this research: (a) How is bullying defined and portrayed in children’s picturebooks published from 1997–2017? (b) What are specific features/qualities in picturebooks about bullying published from 1997–2017? Descriptive statistics and narrative accounts of bullying characteristics are presented. Findings indicate verbal bullying by Caucasian males toward other Caucasian males in the school setting is the most predominant form found in children’s picturebooks. Various responses of victims, bystanders, and adults are further described.}, number={2}, journal={JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION}, author={Wiseman, Angela M. and Jones, Jill S.}, year={2018}, pages={190–201} }
 @article{makinen_linden_annala_wiseman_2018, title={Millennial generation preservice teachers inspiring the design of teacher education}, volume={41}, ISSN={["1469-5928"]}, DOI={10.1080/02619768.2018.1448776}, abstractNote={Abstract The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.}, number={3}, journal={EUROPEAN JOURNAL OF TEACHER EDUCATION}, author={Makinen, Marita and Linden, Jyri and Annala, Johanna and Wiseman, Angela}, year={2018}, pages={343–359} }
 @article{wiseman_pendleton_christianson_nesheim_2017, title={A case study of struggle and success: Profiling a third grader's reading and writing in a multimodal curriculum}, volume={13}, number={1}, journal={Journal of Language and Literacy Education}, author={Wiseman, A. M. and Pendleton, M. and Christianson, C. and Nesheim, N.}, year={2017}, pages={55–69} }
 @misc{orcutt_wiseman_2016, title={A library book for bear}, volume={41}, number={4}, journal={Journal of Collection Management}, author={Orcutt, D. and Wiseman, A.}, year={2016}, pages={236–240} }
 @misc{orcutt_wiseman_2016, title={Bats at thelibrary}, volume={41}, number={4}, journal={Journal of Collection Management}, author={Orcutt, D. and Wiseman, A.}, year={2016}, pages={236–240} }
 @misc{orcutt_wiseman_2016, title={How the library (Not the Prince) saved Rapunzel}, volume={41}, number={4}, journal={Journal of Collection Management}, author={Orcutt, D. and Wiseman, A.}, year={2016}, pages={236–240} }
 @article{wiseman_makinen_kupiainen_2016, title={Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom}, volume={44}, ISSN={["1573-1707"]}, DOI={10.1007/s10643-015-0739-9}, number={5}, journal={EARLY CHILDHOOD EDUCATION JOURNAL}, author={Wiseman, Angela M. and Makinen, Marita and Kupiainen, Reijo}, year={2016}, month={Sep}, pages={537–544} }
 @misc{orcutt_wiseman_2016, title={Max and Zoe at the library}, volume={41}, number={4}, journal={Journal of Collection Management}, author={Orcutt, D. and Wiseman, A.}, year={2016}, pages={236–240} }
 @misc{orcutt_wiseman_2016, title={Pomodoro Penguin and the Library Lemur}, volume={41}, number={4}, journal={Journal of Collection Management}, author={Orcutt, D. and Wiseman, A.}, year={2016}, pages={236–240} }
 @article{orcutt_wiseman_2016, title={Special Review Section: Children's Picturebooks About Libraries}, volume={41}, ISSN={0146-2679 1545-2549}, url={http://dx.doi.org/10.1080/01462679.2016.1249991}, DOI={10.1080/01462679.2016.1249991}, abstractNote={ABSTRACT As librarians, and especially collections-focused librarians, we almost daily face misperceptions and misunderstandings of libraries, of our work, and of the collections and services that we provide. From outdated ideas, to stereotypes, to incomplete images of the realities and value of our institutions and our profession, these representations may pose constant challenges and consternation. In this special review section, my colleague Dr. Angela Wiseman, Associate Professor of Education and an expert on children's books, joins me in reviewing a sampling of current children's books about libraries.}, number={4}, journal={Collection Management}, publisher={Informa UK Limited}, author={Orcutt, Darby and Wiseman, Angela}, year={2016}, month={Oct}, pages={236–240} }
 @article{imig_wiseman_wiseman_imig_2016, title={What is high quality teacher education?}, DOI={10.1007/978-3-319-24139-5_5}, journal={Quality and change in teacher education: western and chinese perspectives}, author={Imig, D. and Wiseman, D. L. and Wiseman, Angela and Imig, S. R.}, year={2016}, pages={77–94} }
 @article{wiseman_2013, title={Summer's End and Sad Goodbyes: Children's Picturebooks About Death and Dying}, volume={44}, ISSN={["1573-1693"]}, DOI={10.1007/s10583-012-9174-3}, number={1}, journal={CHILDRENS LITERATURE IN EDUCATION}, author={Wiseman, Angela M.}, year={2013}, month={Mar}, pages={1–14} }
 @article{wiseman_2012, title={Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom}, volume={28}, ISSN={["1521-0693"]}, DOI={10.1080/10573569.2012.676407}, abstractNote={Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten student's responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of children's picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect children's development of comprehension strategies as well as their self-perceptions as readers.}, number={3}, journal={READING & WRITING QUARTERLY}, author={Wiseman, Angela M.}, year={2012}, pages={255–278} }
 @article{wiseman_2011, title={Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together}, volume={38}, ISSN={1082-3301 1573-1707}, url={http://dx.doi.org/10.1007/s10643-010-0426-9}, DOI={10.1007/s10643-010-0426-9}, number={6}, journal={Early Childhood Education Journal}, publisher={Springer Science and Business Media LLC}, author={Wiseman, Angela}, year={2011}, month={Mar}, pages={431–438} }
 @article{wiseman_2011, title={Powerful students, powerful words: writing and learning in a poetry workshop}, volume={45}, ISSN={["1741-4369"]}, DOI={10.1111/j.1741-4369.2011.00586.x}, abstractNote={Abstract}, number={2}, journal={LITERACY}, author={Wiseman, Angela}, year={2011}, month={Jul}, pages={70–77} }
 @article{wissman_wiseman_2011, title={“That's my worst nightmare”: poetry and trauma in the middle school classroom}, volume={6}, ISSN={1554-480X 1554-4818}, url={http://dx.doi.org/10.1080/1554480x.2011.579051}, DOI={10.1080/1554480x.2011.579051}, abstractNote={This article explores how two middle school girls told stories of family conflict and trauma through poetry. Situated within literature on critical literacies and trauma studies, the article uses a case study approach to consider what happens when stories of trauma emerge within the literacy classroom. The authors explore (1) how the girls used poetry to understand and represent their trauma; (2) how the classroom contexts supported the development and sharing of trauma narratives; and (3) how classroom relationships were affected by the sharing of trauma narratives. The authors argue that the genre of poetry and the classroom contexts supported the girls in asserting “narrative control” and opened up spaces for deeper and more collaborative relationships among members of the classroom community. They also contend that the girls' writing and experiences can prompt reconsideration of what topics are “appropriate” for school.}, number={3}, journal={Pedagogies: An International Journal}, publisher={Informa UK Limited}, author={Wissman, Kelly K. and Wiseman, Angela M.}, year={2011}, month={Jul}, pages={234–249} }
 @article{wiseman_2009, title={"When you do your best, there's someone to encourage you": Adolescents' views of family literacy}, volume={53}, DOI={10.1598/JAAL.53.2.4}, abstractNote={Despite the fact that adolescents benefit from caring adults that participate in their child's education, involvement of families decreases incrementally as students progress to higher grades. Through conversations and observations with students, I have examined how students' perceive these points within a poetry program that was developed for families to participate in various ways at the school. The question my research attempts to answer is: How do students' attitudes, actions, and feelings affect their families' participation in a oetry program designed to improve family involvement? In this study, students' attitudes and beliefs fell into three categories: 1. Students who wanted their families involved, 2. Students who blocked involvement between the school and their families because of perceptions of stress levels and time constraints of their parents, and 3. Students who actively kept their families from coming because of the personal nature of their poetry.}, number={2}, journal={Journal of Adolescent & Adult Literacy}, author={Wiseman, Angela}, year={2009}, pages={132–142} }
 @article{wiseman_2009, title={Perceptions of Community and Experiences in School: Understanding the Opportunities, Resources, and Education Within one Neighborhood}, volume={36}, ISSN={1082-3301 1573-1707}, url={http://dx.doi.org/10.1007/s10643-008-0284-x}, DOI={10.1007/s10643-008-0284-x}, number={4}, journal={Early Childhood Education Journal}, publisher={Springer Science and Business Media LLC}, author={Wiseman, Angela M.}, year={2009}, month={Feb}, pages={333–338} }