Current Research Projects
Literacy Integration with Physical Education and Health
Integrating Literacy across Content Areas for Elementary Ages
Literacy Integration with Physical Education and Health
This project is an interdisciplinary collaboration with research professors at several institutions across the United States and Directed Energy, a non-profit organization seeking to support positive youth development and community engagement with children and youth in underserved communities. By examining how literacy, physical education, and health intersect to address participant and community needs, we advocate for more equitable and affirming educational opportunities for children and youth. We also examine youth participants’ experiences in the program to increase scholarship on opportunities for interdisciplinary learning and participants’ overall wellbeing.
Findings from this project related to literacy education highlight:
- how literacy education (through reading, writing, speaking, and listening) can be integrated with physical education and health
- how literacy integration in such dynamic spaces requires co-construction of the curriculum with child and youth participants
- how literacy education evolved throughout program years from imprinting schooled literacy practices (test-centric assessment, decontextualized reading) to sociocultural-based, child- and community-centered literacy practices (critical literacy analyses, multimodal response to thematic vocabulary, student-chosen texts, culturally relevant texts)
Reimagining Schooled Literacies for Wellbeing
Integrating Literacy across Content Areas for Elementary Ages
Literacy Integration with Physical Education and Health
This project focuses on how young people engage with literacy through sociocultural, critical, and affective dimensions, how teachers have crafted instruction responsive to these dimensions, and how literacy might be integrated with other aims, such as physical activity and health, to inclusively support children’s literacy engagement, critical literacies, and collective wellbeing. This research contributes to movements in the fields of literacy studies and teacher education seeking to push boundaries on how literacy understood in light of culture, race, gender, and ethnicity and what implications this might have for reconceptualizing literacy pedagogy in schools.
Findings from this project highlight:
- how affect (the capacity to affect and be affected at any given moment in time by any material or immaterial thing) is inherent to literacy engagement, including unsanctioned forms of engagement; Dominant policies and discourse related to literacy education in K-12 schools overlook or omit the relevance of unsanctioned forms of engagement (e.g., play, spontaneous peer-to-peer interaction/instruction, visceral response, or multimodal enacted agency), imposing a much more linear, controlled form of literacy engagement and then tasking teachers to enforce such rigidity. My findings suggest more policy and systemic attention to humanizing literacy engagement in school classrooms, especially for the racially, culturally, linguistically, and neuro-diverse who are most marginalized in schools (manuscript under review).
- how teachers can use practitioner inquiry informed by theories responsive to their diverse students' needs to refine their pedagogy and make their instruction more effective (published in The Reading Teacher journal).
- how assemblaging (assemblages of people, things, ideas, and materials that produce nuanced, uncontrolled-for outcomes) communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy; This study suggests 'assemblaging communities' as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooms. Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom (published in English Teaching: Practice & Critique).
- how an affective perspective on multimodal literacies encourages teachers to consider children and youths' affective responses as a form of literacy engagement (published in the Language Arts journal).
- the need for re-envisioning teachers’ positioning in professional learning and restructuring of professional development to value the work teachers can produce together when given an opportunity to engage as learners in their everyday school contexts (published in The Teacher Educator).
Integrating Literacy across Content Areas for Elementary Ages
Integrating Literacy across Content Areas for Elementary Ages
Integrating Literacy across Content Areas for Elementary Ages
This two-fold project 1) supports research on instructional methods that support effective interdisciplinary literacy approaches across grades K -5 and 2) uses research outcomes to support implementation with in-service and pre-service teachers. Additionally, this project focuses inquiry-based researcher's workshop as a framework for implementing instructional literacy methods across content areas for sustained student comprehension. This project is in-process, and Dr. Johnston's research team is currently in the data collection/production process.
Publications and Presentations
Please contact Dr. Johnston to request access to a specific publication if links are not provided.
Literacy Studies:
Publications
Lemieux, A., Scott, F., & Johnston, K.C. (2022). Dis/comforting shelfies: Travelling literacies
other-wise in disrupted times. Digital Culture & Education, 14(2), 18-26.
Lemieux, A., Johnston, K.C., & Scott, F. (2022). Methodological imperatives toward the other-
wise: Rethinking what literacies matter. In Burnett, C., Bailey, C., Kosnik, C., & Rowsell, J. (Eds.), Unsettling literacies: Directions for literacy research in precarious times (pp.67-81).
Ehret, C., Johnston, K.C., & Rowsell, J. (2021). Proposing a politics of immediation for literacy
studies, or what is possible for literacy studies beyond critical theory’s mediations? In Pandya, J.Z, Mora, R.A., Alford, J., Golden, N.A, & de Roock, R.S (Eds.), The handbook of critical literacies. New York, NY: Routledge.
Johnston, K.C., *Omogun, L., & Lee, C. (2021). From New York City to the world: Examining
critical global literacies in the English Language Arts classroom. Journal of Research in Childhood Education, 35(2), 215-230. DOI: 10.1080/02568543.2021.1880992
Johnston, K.C. (2020). Tapping into the feeling power: Considering the affordances of the affective
nature of multimodal literacies. Language Arts, 97(3), 194-197.
Nichols, T. P. & Johnston, K.C. (2020). Rethinking “availability” in multimodal composing:
Infrastructures of digital design. Journal of Adolescent and Adult Literacy, 64(3), 259-270. DOI: 10.1002/jaal.1107
Johnston, K.C. (2019). Assemblaging communities: Looking at how communities work for
enacting critical literacies pedagogy in the classroom. English Teaching: Practice & Critique, 19(1), 121-135. DOI: 10.1108/ETPC-05-2019-0070
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Recent Presentations
Johnston, K.C., Scott, F., & Lemieux, A. (2022). Well beings, well bodies: Reimagining literacy
inequalities through the bodily practices of children and adolescents. Paper presented at the United Kingdom Literacy Association Annual Conference, Birmingham, England.
Johnston, K.C., Scott, F., & Lemieux, A. (2021). Diff/reading data as a method of attending to
literacies of the other-wise.Paper presentation “Posthuman Approaches to Literacy” with Beach, W., Stewart, E., Lesley, M., Hanzel, S., Boschee, J.K. Chair and Discussant: Kristin Black. Literacy Research Association Annual Conference, Atlanta, Georgia.
Scott, F., Johnston, K.C., & Lemieux, A. (2021). Methodological imperatives toward the other-wise:
Rethinking what literacies matter. Paper presented at the 2021 United Kingdom Literacy Association Conference [virtual].
Johnston, K.C., Morphis, E., & Tondreau, A. (2019). Alternative format session: Reconceptualizing
the writing process: Embracing ‘othered’ dimensions of writing. Chair: Amy Tondreau. Literacy Research Association Annual Conference, Tampa, Florida.
Nichols, T.P. & Johnston, K.C. (2019). Assembling “availability”: Digital infrastructures in multimodal
composing. Symposium presentation “Multimodality in Literacy Research: Frictions, Extensions, and Possible Futures” with Low, D., Pandya, J., Tabi, E., Lemieux, A., Adams, J., Unadkat, D., Monea, B. Chair: T. Phillip Nichols. Discussant: Marjorie Siegel. Literacy Research Association Annual Conference, Tampa, Florida.
Johnston, K.C. (2019). Post-qualitative research: Working toward transformative change through a
rhizomatic approach. Roundtable paper session “Affect and Post-qualitative Inquiry in Education” with Barnett, B., Cardona, G. American Educational Research Association Annual Conference, Toronto, Ontario, Canada.
Johnston, K.C. (2019). Sanctioning the unsanctioned: Exploring affective engagement in literacy learning. Roundtable paper session “Art, Affect, and Becoming: Acts of Composing” with Leigh, S.R., Bose, F.N. Chair and Discussant: Christian Ehret. American Educational Research Association Annual Conference, Toronto, Ontario, Canada.
Johnston, K.C. (2018). Affectively charged literacy practices in the classroom and students’ unsanctioned engagement. Paper presentation “Disrupting Classroom Talk” with LeBlanc, R. (chair). Discussant: Louise Wilkinson. Literacy Research Association Annual Conference, Indian Wells, California.
Literacy Education and Teacher Education:
Publications
Tondreau, A., & Johnston, K.C. (2022). Inquiry-based teacher writing groups as sites for
professional learning and restorying identities. [Manuscript submitted for publication. The Teacher Educator. https://doi.org/10.1080/08878730.2022.2107130
Johnston, K.C., & *Harper, T. (2021). Refining literacy pedagogy through practitioner inquiry partnerships. The Reading Teacher, 75(2), 169-177. DOI: 10.1002/trtr.2040
Johnston, K.C. (2020). The Day You Begin: Using children’s lived experiences as a tool for
cultivating critical consciousness. In Scott, L. & Purdum-Cassidy, B., (Eds.), Multicultural literature in the content areas: Transforming K-12 classrooms into engaging, inviting, and socially conscious spaces. London, UK: Rowan & Littlefield.
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Recent Presentations
Johnston, K.C., & *Harper, T. (2021). Practitioner inquiry in the midst of mandates: Examining teachers’ shifts in literacy pedagogy. Paper session: “Exploring Models of Literacy Instruction” with Conley, K., Xia, Y., Patthoff, A., Bravo, M., Tellez, K., Keane, K., Gibson, S., Riggs, V., Massey, K. American Education Research Association Conference [virtual].
Johnston, K.C. (2021). How might we use texts to cultivate critical literacy in our lives? Teaching
presentation for Baylor University Summer Faculty Institute.
Johnston, K.C. (2019). Developing a research partnership for transformative literacy education. Research presentation for Baylor University Rising Stars.
Johnston, K.C., & *Harper, T. (2019). Literacy that transforms: Bringing critical practices to the ELAR
classroom. Session presented at the Texas Association for Literacy Education.
Literacy Integration across Communities and Partnerships
Fredrick, R., Marttinen, R., & Johnston, K.C.(2021). Broadening horizons: International
partnership through sport, positive youth development, and literacy. Journal of Teaching in
Physical Education. DOI: 10.1123/jtpe.2021-0012
Marttinen, R., McAlister, K., Ives, S., Battistella, S., Fredrick, R., Johnston, K., & Wilson, K. S.
(2021) Fitness, PA, perceived competence, parental support, and literacy outcomes in the REACH after-school sports program. Collegium Antropologicum, 45(3), 225- 234. doi:10.5671/ca.45.3.6
Marttinen, R., Johnston, K.C., Flory, S., & *Meza, B. (2020). Enacting a body-focused curriculum
with young girls through an activist approach: Leveraging the after-school space. Physical Education and Sport Pedagogy, 25(6), 585-599. DOI: 10.1080/17408989.2020.1761954
Marttinen, R., Fredrick, R., Johnston, K.C., Phillips, S., & Patterson, D. (2020). Implementing
the REACH after-school program for youth in urban communities: Challenges and lessons learned. European Physical Education Review. 26(2), 410-428.
Marttinen, R., Johnston, K.C., Phillips, S., Fredrick, R., & *Meza, B (2019). REACH Harlem:
Young urban boys’ experiences in an after-school physical activity positive youth development program. Physical Education and Sport Pedagogy, 24(4), 373-389. DOI: 10.1080/17408989.2019.1592147
Johnston, K.C., Marttinen, R., Frederick, R., & Bhat, V. (2019). Girls’ experiences in a positive
youth development sport program: Developing a participant-centered space. Journal of Youth Development, 14(1), 93-111. DOI: 10.5195/jyd.2019.729
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Recent Presentations
Johnston, K.C. & Marttinen, R. (2022). Reimagining literacy integration in interdisciplinary
spaces: Learning from an evolved approach in after-school program. Symposium session “Literacy Learning for Students with Characteristics of Dyslexia or Other Reading Disabilities. American Education Research Association Conference, San Diego, California.
Johnston, K.C. & Marttinen, R. (2021). Sport-based youth development abroad: Addressing Peace Corps Health Sector Goals through REACH in Paraguay. Paper session “International Relations Committee” with Kitta, I., Akiba, M., Byun, S., Kyeongwon, K., Sangkyoo, K. Chair: Katariina Salmela-Aro. American Education Research Association Conference [virtual].
Public Scholarship
Johnston, K.C. & Johnston, L.J. (2022). Children’s and young adult literature book review.
Journal of Literacy and Language Education, 18(1), 1-2.
Johnston, K.C. (2020). Attention to affect: Rehumanizing literacy pedagogy through a focus on
affect. Literacy Today, International Literacy Association.
Johnston, K.C. (2019). The productive—and necessary—expansion of literacy over the past 100 years: What this means and why it matters. Centennial Faculty Guest Blog. School of Education, Baylor University.
Johnston, K.C. (Invited Speaker) & Marttinen, R (Producer). (2019). Girls’ experiences in a Positive
Youth Development Sport and Literacy Program: Co-creating a participant-centered space [Podcast]. Retrieved from https://anchor.fm/pwrhpe
Johnston, K.C. (2019). First Opinion: Fostering thinking and imagination through science, math,
and the human experience. First Opinions, Second Reactions 12(1), 16-18.
Johnston, K.C. (2018). A book review of Adolescents’ New Literacies with and Through Mobile
Phones by Julie Warner (2017). Teachers College Record, ID Number: 22363.
Overview of Dr. Johnston's Graduate and Undergraduate Course
Current and Recent Courses
Undergraduate
- Comprehension of Expository Texts (K-5)
- Social Issues in Education
Graduate
- Contemporary Curriculum for Young Children
- Literacy, Equity, and Children’s Lives
- Literacy Instruction for Diverse Learning Contexts
- Curriculum Inquiry and Analysis
- Contemporary Curriculum: Design and Analysis
- Independent Studies for doctoral or master's thesis students: Multimodal Literacy, Literacy Innovations across Contexts, Critical Literacies, Youths' Affective Engagements with Literacies, Supporting Children’s Comprehension through Inquiry-based Learning
Previous courses taught (at Teachers College - Columbia University, City University of New York)
- Methods and Materials for Reading Instruction
- Masters Action Research Project for Literacy Specialists
- Curriculum Development for Childhood Education
Learn More
If you are interested in a graduate research fellowship with Dr. Johnston, email her directly at Baylor University: Kelly_Johnston@baylor.edu