@article{jones_grifenhagen_mckinney_2024, title={Lessons learned from remote, early-literacy instruction}, volume={8}, ISSN={["1741-2919"]}, url={https://doi.org/10.1177/14687984241281206}, DOI={10.1177/14687984241281206}, abstractNote={The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.}, journal={JOURNAL OF EARLY CHILDHOOD LITERACY}, author={Jones, Jill S. and Grifenhagen, Jill F. and Mckinney, Stephen}, year={2024}, month={Aug} }
 @article{grifenhagen_jones_2022, title={University-based literacy coaches as outsiders to the rural school context}, volume={114}, ISSN={["1879-2480"]}, url={https://doi.org/10.1016/j.tate.2022.103694}, DOI={10.1016/j.tate.2022.103694}, abstractNote={This study examines how social positioning as outsiders shaped how university-based literacy coaches supported novice, primary-grade teachers in a distance-coaching model. Coaches were external to the rural schools, districts, and communities where they coached. Grounded in a sociocultural perspective, we analyzed coach and teacher interviews to understand the positioning of a literacy coach as an outsider and how coaches provided professional development in this context. Findings include benefits and challenges of outsider coaching and coach actions to facilitate productive partnerships. The coaches were positioned as outsiders by role and institutional affiliation, yet insiders by social interactions with individual teachers.}, journal={TEACHING AND TEACHER EDUCATION}, publisher={Elsevier BV}, author={Grifenhagen, Jill F. and Jones, Jill S.}, year={2022}, month={Jun} }
 @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{sailors_martinez_trevino_stortz_davis_jones_goatley_monaco_2018, title={A 50-Year Journey Through an Expanding Landscape of Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x18767744}, abstractNote={In the picture book Last Stop on Market Street (de la Peña, 2015), the protagonist, CJ, is upset that he and his grandmother must take their regular Sunday bus ride through the city. Along the way, though, CJ sees friends, meets new people, and interrogates the world around him, under the guidance of his grandmother, who helps him become a “better witness for what’s beautiful” in his world (de la Peña, 2015). In many ways, not only does CJ’s world expand in the book, but the book itself also expands beyond traditional boundaries. It is a notable example of children’s literature that portrays experiences beyond majoritarian narratives of Whiteness and class privilege. It also received the Caldecott Honor (for best illustrations) and the Newbery Medal (an award given almost exclusively to chapter books). There are many ways to interpret this book, but for us, it is a journey through a sociospatial landscape. CJ’s landscape is not just a backdrop for his experiences. It is a dynamic part of his meaning making, “an arena of possibility for creating something new” (Mills & Comber, 2015, p. 94). In his Newbery acceptance speech, author Matt de la Peña (2016) reflected on his ongoing reinterpretation of his own literacy journey. He explained,}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Stortz, Rebecca and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Jun}, pages={135–140} }
 @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{sailors_martinez_trevino_davis_jones_goatley_monaco_2018, title={Fifty Volumes of Research: Literacy Teacher Education}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X18785325}, abstractNote={In 2018, teacher education programs are innovative, but they also face challenges. Opportunities for innovations include areas such as critical literacies, reading foundations, disciplinary literacies, and digital literacies. Challenges include increasing the diversity of teacher candidates, offering more and higher quality literacy courses to meet the increasing definitions of literacy, and reduced enrollment. Although something seismic happened to the field when teacher education found its way into the National Reading Conference/Literacy Research Association (Dixey Massey, personal communication, December 21, 2017), it remains a topic that is grossly underrepresented in editorial statements and in literacy research across the life span of the Journal of Literacy Research (JLR, previously known as the Journal of Reading Behavior, or JRB). Because of our commitment to the topic, we focus this editorial statement on the topic of teacher education. As we have done in our preceding statements in this volume, we reviewed the editorial statements of our predecessors, looking specifically to see if and how they addressed notions of teacher education. Out of the JRB/JLR previous editorial statements we reviewed, only 11 statements included attention to teacher education (inclusive of preand in-service teacher education). In the spirit of re-presenting the work of earlier editors, we have organized this statement around three areas addressed by our predecessors: the contexts for teacher preparation programs, features of literacy coursework, and policy influences on teacher education.}, number={3}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Sep}, pages={275–280} }
 @article{sailors_martinez_stortz_trevino_davis_jones_goatley_monaco_2018, title={Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296x18754892}, abstractNote={Quantum physics concerns the physical theories that explain the nuclear world, specifically nature at its smallest scales of energy levels of atoms and subatomic particles. Although it may appear perplexing as to why we invoke quantum physics in our editorial statement, the work of Karen Barad (feminist theorist with roots in theoretical physics) is influencing the field of literacy research. Her influence is evident in recent publications of Journal of Literacy Research (JLR; see for example, Ehret, Hollett, & Jocius, 2016; Muth, 2016; Tanner, 2017) and several sessions at the 2017 annual meeting of the Literacy Research Association, including a study group titled “Knotty Articulations: Wrestling With Posthumanism, Intersectionality, and Justice in Literacy Research.” In celebration of the 50th volume of the JLR, we engaged in a re-view of the previous editorial statements (Volumes 1 49). We carefully read and discussed each statement, analyzing how the editors re-presented complexity in literacy research. For this editorial statement, we focused on the methodological complexities raised by past editors. We summarize our findings in the following sections using several concepts from the work of Barad to frame JLR editorial statements since its inception in 1969 as the Journal of Reading Behavior (JRB).}, number={1}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Stortz, Rebecca and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Monaco, Colleen Van Cura}, year={2018}, month={Mar}, pages={3–8} }
 @article{sailors_martinez_trevino_davis_jones_goatley_van cura monaco_boyd_orellana_2018, title={Moving Forward With Literacy Research}, volume={50}, ISSN={["1554-8430"]}, DOI={10.1177/1086296X18803834}, number={4}, journal={JOURNAL OF LITERACY RESEARCH}, author={Sailors, Misty and Martinez, Miriam and Trevino, Christina and Davis, Dennis S. and Jones, Jill S. and Goatley, Virginia J. and Van Cura Monaco, Colleen and Boyd, Fenice B. and Orellana, Pelusa}, year={2018}, month={Dec}, pages={395–396} }
 @article{jones_conradi_amendum_2016, title={Matching Interventions to Reading Needs: A Case for Differentiation}, volume={70}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1513}, abstractNote={The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. Differentiated interventions are described and related classroom instructional techniques are recommended.}, number={3}, journal={READING TEACHER}, author={Jones, Jill S. and Conradi, Kristin and Amendum, Steven J.}, year={2016}, pages={307–316} }
 @article{jang_conradi_mckenna_jones_2015, title={Motivation: Approaching an Elusive Concept Through the Factors That Shape It}, volume={69}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.1365}, abstractNote={AbstractThe main purpose of this article is to provide educators with clear definitions of motivational factors in reading so that instructional planning can capitalize on important distinctions. The authors present definitions of a small set of related motivational concepts (including attitudes, interests, self‐efficacy, self‐concept, goals, and value) and show how awareness of the distinctions can lead to more effective teaching. They provide descriptions of appropriate assessments and detail effective instructional techniques.}, number={2}, journal={READING TEACHER}, author={Jang, Bong Gee and Conradi, Kristin and McKenna, Michael C. and Jones, Jill S.}, year={2015}, pages={239–247} }