In 2009, Global Conversations in Literacy Research: A Series of Web Seminars (GCLR) was founded as a critical literacy project committed to providing open and free access to literacy scholarship through web seminars featuring internationally recognized scholars. GCLR features interactive Internet presentations that provide literacy and language arts researchers of all ranks with the opportunity to share their research and work with other literacy and language arts researchers. As an Internet project, GCLR connects global audiences with each other as well as with international literacy scholars, is a venue to exchange ideas on international issues in literacy, uses new and emergent technologies to reshape how literacy research can be shared globally, and acknowledges that diverse, multiple and global perspectives are vital resources for changing consciousness around literacy research and practice. GCLR’s vision is to engage global audiences in conversation about literacy, and to effect changes in literacy research and practice within global settings. This project is hosted by Georgia State University. Welcome to this site and please look around!
Founder of GCLR
Peggy Albers (email@example.com) is a professor in the College of Education at Georgia State University, Atlanta, GA, USA. She teaches literacy and English education courses at the master’s, specialist, and doctoral levels. Her current interests are semiotics, children’s literature, English education and the integration of multi-media into instruction. She earned her doctorate at Indiana University in language education studying with Jerome C. Harste and Carolyn Burke. Peggy originated the idea of web seminars that would feature leading literacy scholars and cutting-edge literacy research. Now in its fourth year, GCLR has developed into an active and important forum for literacy researchers across the globe.
Peggy has published widely in such journals as Language Arts, English Education, Talking Points, Journal of Literacy Research, Journal of Early Childhood Literacy, and The Reading Teacher. She has written or edited four books, the latest one with Routledge entitled, New methods in literacy research. Peggy also published Literacies, the Arts and Multimodality (National Council of Teachers of English), Finding the Artist Within (International Literacy Association), and Telling Pieces: Art as Literacy in Middle Grades Classes (Lawrence Erlbaum). She is also co-editor of Language Arts, a premiere journal for teachers of literacy and language arts, pre-K-6 which features significant articles on the teaching, research, and theory of language arts as well as podcasts with leading scholars in the field. When not teaching, Peggy enjoys studying pottery and art at Callanwolde Fine Arts Center in Atlanta, GA. Her work has been shown and sold at local and state pottery shows. She has written for Clay Times, a national journal for ceramicists, and documents the processes of local and international potters through video. Her pottery and sculpture can be seen at http://www.etsy.com/shop/malbers2.
The GCLR Team
To assist in the presentations and research regarding web seminars and their impact, Peggy Albers is assisted by Christi Pace, Tuba Angay-Crowder, Sarah Turnbull, Ji Hye Shin, Aram Cho, Mandi Sena, Myoung Eun Pang, Huan Wang, and Jin Kyeong Jung.
Christi Pace recently earned her Ph.D. in the Language and Literacy unit at Georgia State University. Her research interests include strategies for instructing and assessing student writing and pre-service teacher development. She can be contacted at firstname.lastname@example.org.
Tuba Angay-Crowder recently earned her Ph.D. in the Language and Literacy unit at Georgia State University. She taught English in various grade levels in her home country Turkey, and the US. She worked with ESL teachers in England, and the US where she also have been volunteering at teaching English to refugees at International Rescue Committee. Research interests include Second Language Writing, Second Language Teacher Education, Language and Identities, Multimodal Literacies, Academic Literacies, and (Online) Professional Development. Follow Tuba on Twitter at @tubaangay. She can be contacted at email@example.com
Sarah Marjan Turbull is a doctoral student in the Language and Literacy unit at Georgia State University. Currently, she teaches full-time in the Atlanta metro-area. Her research interests include critical literacy, multimodal literacy, teacher education, and reading education instructional strategies. She can be contacted at firstname.lastname@example.org.
Ji Hye Shin is a full-time doctoral student in the Language and Literacy unit at Georgia State University. Her research interests include EFL learners, Second and foreign language pedagogy, web-assisted language learning, e-learning, dialogue in middle and secondary students, and teacher education. She can be contacted at email@example.com.
Aram Cho is a full-time doctoral student in the Language and Literacy unit at Georgia State University. Her research interests include identity and multimodality, EFL/ESL teacher education, and technology in ESL education. She can be contacted at firstname.lastname@example.org.
Jin Kyeong Jung is a Ph.D. student in Reading/Writing/Literacy at the
University of Pennsylvania. Her research interests include the relationship between reading and writing, academic writing, online learning and multimedia literacy, second language socialization, English language learners’ use and acquisition of multiple literacies, and teacher education. She can be contacted at email@example.com.
Myoung Eun Pang is a full-time doctoral student in the Language and Literacy unit in the College of Education at GSU. Her research interests include ESL/EFL learners, reading, multimodal literacy, identity, web-based study groups, and teacher professional development. She can be contacted at firstname.lastname@example.org.
Mandi Sena is a doctoral student in Language and Literacy at Georgia State University. She currently works full time at an Atlanta area college teaching college composition and English methods courses. Her research interests include working with English education pre-service teachers, teaching of writing, and multimodal literacy. She can be reached at email@example.com.
Huan Wang is a full-time doctoral student in the program of Teaching and learning with Language and Literacy Concentration at Georgia State University. Her research interests include multimodal literacies, digital literacy practices, TESOL and teaching English as a foreign language education. She got her MA at Whittier College in California in 2009. She is a certified teacher of English language and literacy in China, and she has been teaching English to college students in China for seven years before she came to pursue her PhD in GSU in 2013. She can be reached at firstname.lastname@example.org.
Selected Publications by the GCLR Team:
Albers, P., Angay-Crowder, T., & Turnbull, S., Cho, A., Shin, J., Pang, M. E, Pace, C.L., Sena, M., Wang, H., Jung, J.K.F. (2016, in press). Learning together in holistic online critical professional development spaces. Talking Point, 27(2).
Albers, P., Turnbull, S., & Angay-Crowder, T., with the GCLR Research Team: Aram Cho, Ji Hye Shin, Christi Pace, Myoung Eun Pang, Mandi Sena, & Jin Kyeong Jung (2015). Questions of matter: Critical conversations in online spaces. Journal of Adolescent and Adult Literacy, 59(2), 171-181.
Albers, P., Cho, A., Shin, J., Pang, M.E., & Angay-Crowder, T., with Odo, D.M., Jung, J., Pace, C., Sena, M., & Turnbull, S. (2015). Critical spaces for critical times: Global conversations in literacy research as an open professional development and practices resource. Global Education Review, (2)3, 46-67.
Angay-Crowder, T. (2015). Arts in Turkey and need for multimodally-oriented curriculum based on lived experiences. Ubiquity: The Journal of Literature, Literacy, and the Arts, 2(1), 90-123. Available at http://ed-ubiquity.gsu.edu/wordpress/angay-crowder-2-1/
Angay-Crowder, T., Albers, P., Pace, C.L., Jung, J.K., Wang, J., & Pang, M. (2014). GCLR web seminars as a venue for transformative educational policy. Journal of Adolescent and Adult Literacy, 58(3), 189-191.
Wynter-Hoyte, K., Angay-Crowder, T., Thornton, N., & Dukes, N. D. (2014). Alpha Upsilon Alpha: Cultivating scholars and developing leaders. International Reading Association: Reading Today Online. http://www.reading.org/reading-today/post/engage/2014/05/30/alpha-upsilon-alpha-cultivating-scholars-and-developing-leaders#.U4iCt3_D_mw
Brown, D.J., Jr. & Albers, P. (2014). Visualizing gender with fifth grade gifted students. Middle Grades Research Journal, 9(1), 87-104.
Fisher, T., Albers, P., & Frederick, T. (2014). When pictures aren’t pretty: Deconstructing punitive literacy practices. Journal of Early Childhood Education. Accessed online at https://www.academia.edu/3742207/When_Pictures_Arent_Pretty_Deconstructing_Punitive_Literacy_Practices
Albers, P., Holbrook, T., & Flint, A.S. (2013). New methods in literacy research. New York, NY: Routledge.
Albers, P., Pace, C., & Brown Jr., D.W. (2013). Critical participation in literacy research through new and emerging technologies: A study of web seminars and global engagement. Journal of Literacy and Technology, 14(2) http://www.literacyandtechnology.org/jlt_14_2/jlt_14_2_albers_pace_brown.pdf.
Albers, P. (2013). Whose text is it anyhow? Digital literacies and common core standards. In Patrick Shannon (Ed.). E/LA common core standards: Compliments, complexities, and concerns. Portsmouth, NH: Heinemann.
Albers, P. (2013). Digital writing and the role of critical pedagogy in preservice teacher education. In K. Pytash & R. Ferdig (Eds.). In Exploring technology in writing and writing instruction (pp. 98-115). Hershey, PA: IGI Global.
Harste, J.C. & Albers, P. (2013). “i’m riskin’ it”: Teachers take on consumerism. Journal of Adolescent and Adult Literacy, 56(6), 1-10.
Vasquez, V., Albers, P., & Harste, J.C. (2013). Digital media, critical literacy, and the everyday. In R. Meyer, R. & K. Whitmore (Eds.) (2013). Reclaiming writing in the post NCLB world. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Li, H., Lei, P-W., & Pace, C. L. (2013). Reading subskill differences between students in Shanghai- China and the US: Evidence from PISA 2009. Educational Research and Evaluation, 19(6), 490-509.
Albers, P., Holbrook, T., & Harste, J.C. (2012). Speaking with/in the lines: An autoethnographical study of three literacy researchers-artists. In P. J. Dunston, L.B. Gambrell, S.K. Fullerton, V. R. Gillis, K. Headley, & P. M. Stecker, (Eds.), 61th Yearbook of the National Reading Conference (pp. 383-397). Oak Creek, WI: NRC.
Albers, P., Harste, J.C., & Vasquez, V. (2011). Making trouble and interrupting certainty: Teachers’ critical and visual responses to children’s literature. In P. J. Dunston, L.B. Gambrell, S.K. Fullerton, V. R. Gillis, K. Headley, & P. M. Stecker, (Eds.), 60th Yearbook of the Literacy Research Association (pp 68-83). Oak Creek, WI: LRA.
Albers, P., Vasquez, V., & Harste, J.C. (2011). Making visual analysis critical. In D. Lapp & D. Fisher (2011). Handbook of Research on Teaching the English Language Arts (3rd Ed.) (pp. 195-201). New York, NY: Routledge.
Albers, P., Harste, J.C., & Holbrook, T. (2010). Talking trade: Literacy researchers as practicing artists. Journal of Adult and Adolescent Literacy, 54(3), 164-171.
Albers, P., Frederick, T., & Cowan, K. (2009). Features of gender: A study of the visual texts of third grade students. Journal of Early Childhood Literacy, 9(2), 243-269.
Albers, P., Frederick, T., & Cowan, K. (2010). Visual conversations: A study of the visual texts of elementary grade students. In D. L. Compton, D. K. Dickinson, M. Hundley, R. T. Jiménez, K. M. Leander, D. W. Rowe, Y. Kim, & V.J. Risko, (Eds.), 59th Yearbook of the National Reading Conference (pp. 234-260). Oak Creek, WI: NRC.
Albers, P. (2008). Theorizing visual representation in children’s literature. Journal of Literacy Research, 40(2), 163 – 200.
Albers, P. (2007). Visual discourse analysis: An introduction to the analysis of school-generated visual texts. In D. W. Rowe, R. T. Jimenez, D. L. Compton, D. K. Dickinson, Y. Kim, K. M. Leander, & V. J. Risko (Eds.), 56th Yearbook of the National Reading Conference (pp. 81-95). Oak Creek, WI: NRC.
Albers, P. (2006). Imagining the possibilities in multimodal curriculum design. English Education, 38(2), 75-101.
Angay-Crowder, T., Choi, J. & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal 30(2), 36-45.
Gunderson, L., D’Silva, R. & Murphy Odo, D. (2013). ESL (ELL) Literacy instruction: A guidebook to theory and practice (3rd ed.). New York: Routledge.
Gunderson, L., D’Silva, R. & Murphy Odo, D. (2012). Immigrant students navigating Canadian schools: A longitudinal view. TESL Canada Journal, 29, 142-156.
Jung, J., & Yi, Y. (2012). Narrowing English gap: Reading and writing connection. Proceedings of theKorean Association of Teachers of English, Seoul, Korea (referred; international).
Jung, J., & Yoon, H. (2010). Writing to read: The impact of English writing tasks on reading comprehension. Korean Journal of Applied Linguistics, 26(3), 143-164.
Murphy Odo, D. (2012). An investigation of the cross-mode comparability of a paper and computer-based multiple-choice cloze reading assessment for ESL learners. Computer Assisted Language Learning – Electronic Journal, 13(1), 12-26.
Murphy Odo, D., D’Silva, R., & Gunderson, L. (2012). High school may not be enough: An investigation of Asian students’ eligibility for post-secondary education. Canadian Journal of Education, 35(2), 249–267.
Murphy Odo, D. (2012). The impact of high school exit exams on ESL learners in British Columbia. English Language Teaching, 5(9), 1-8. http://ccsenet.org/journal/index.php/elt/
Murphy Odo, D. (2012). Computer familiarity and test performance on a computer-based cloze ESL reading assessment. Teaching English with Technology, 12(1), 3-19. http://www.tewtjournal.org
Gunderson, L., Murphy Odo, D. & D’Silva, R. (2011). Second language literacy. In Hinkel, E. (Ed.). The Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Erlbaum.
Gunderson, L., Murphy Odo, D. & D’Silva, R. (2011). Assessment and English language learners. In Lapp, D. & Fischer, D. (Eds.) The Handbook of English Language Arts. New York: Routledge.
Pace, C. (2010, Fall). Walking and writing. Georgia Journal of Reading, 33, 33-37.