OOIR: Observatory of International Research

Papers

(The TQCC of English Teaching-Practice and Critique is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)

Article	Citations
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom	13
Playful literacies and pedagogical priorities: digital games in the English classroom	10
Play the game, live the story: pushing narrative boundaries with young adult videogames	9
“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning	9
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy	8
“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers	8
What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses	8
Witnessing Wonderland: Research with Black girls imagining freer futures	6
“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school	6
“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space	6
Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting	6
Identity and positionality in composing graphic narratives: reflective lessons on lingering with rhetorical choices	6
Speculative frictions: writing civic futures after AI	5
“I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor	5
Sonic play: on the B-side of literacy and songwriting	5
Interpreting old texts with new tools: digital multimodal composition for a high school reading assignment	4
Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy	4
Oh, God: evangelical teachers, textual interpretation, and ELA classrooms	4
“We're loud, why aren't you?” Laura’s social media activism through justice-oriented literacies	4
“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice	4
“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse	4
Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie	4
Tinkering toward teacher learning: a case for critical playful literacies in teacher education	3
“I want to stay”: academic and social functions of translanguaging in literacy learning	3
Reflecting on languaging in written narratives to enact personal relations	3

Generative AI and composing: an intergenerational conversation among literacy scholars	3
“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices	3
Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures	3
For concurrent enrollment, collaboration, not alignment, is the better story	3
Designing interpretive communities toward justice: indexicality in classroom discourse	3
Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom	3
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness	3
Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course	3
Solution-based orientation as an element in selecting videos on social issues	3