| A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy G Cervetti, MJ Pardales, JS Damico Reading online 4 (9), 80-90, 2001 | 600 | 2001 |
| Multiple literacies, new literacies, and teacher education G Cervetti, J Damico, PD Pearson Theory into practice 45 (4), 378-386, 2006 | 255 | 2006 |
| Social studies as new literacies in a global society: Relational cosmopolitanism in the classroom M Baildon, JS Damico Routledge, 2010 | 77 | 2010 |
| Where we read from matters: Disciplinary literacy in a ninth‐grade social studies classroom J Damico, M Baildon, M Exter, SJ Guo Journal of Adolescent & Adult Literacy 53 (4), 325-335, 2009 | 70 | 2009 |
| Climate justice literacy: Stories‐we‐live‐by, ecolinguistics, and classroom practice JS Damico, M Baildon, A Panos Journal of Adolescent & Adult Literacy 63 (6), 683-691, 2020 | 57 | 2020 |
| Examining ways readers engage with websites during think‐aloud sessions J Damico, M Baildon Journal of Adolescent & Adult Literacy 51 (3), 254-263, 2007 | 56 | 2007 |
| Transactional theory and critical theory in reading comprehension JS Damico, G Campano, JC Harste Handbook of research on reading comprehension, 201-212, 2014 | 55 | 2014 |
| Evoking hearts and heads: Exploring issues of social justice through poetry JS Damico Language Arts 83 (2), 137-146, 2005 | 52 | 2005 |
| Exploring freedom and leaving a legacy: Enacting new literacies with digital texts in the elementary classroom J Damico, R Riddle Language Arts 84 (1), 1-11, 2006 | 46 | 2006 |
| Media literacy and climate change in a post-truth society JS Damico, M Baildon, A Panos Journal of Media Literacy Education 10 (2), 11-32, 2018 | 42 | 2018 |
| How do we know?: Students examine issues of credibility with a complicated multimodal web-based text M Baildon, JS Damico Curriculum Inquiry 39 (2), 265-285, 2009 | 40 | 2009 |
| Content literacy for the 21st century: Excavation, elevation, and relational cosmopolitanism in the classroom JS Damico, M Baildon Journal of Adolescent & Adult Literacy 55 (3), 232-243, 2011 | 39 | 2011 |
| Chapter eleven: doing the work of social theorists: children enacting epistemic privilege as literacy learners and teachers G Campano, JS Damico Counterpoints 310, 219-233, 2007 | 38 | 2007 |
| From Answers to Questions: A Beginning Teacher Learns to Teach for Social Justice: A teacher’s commitment to social justice challenges her to move from literature response as … J Damico, RL Riddle Language Arts 82 (Literacy and Democracy), 36-46, 2004 | 36 | 2004 |
| Multiple dimensions of literacy and conceptions of readers: Toward a more expansive view of accountability JS Damico The Reading Teacher 58 (7), 644-652, 2005 | 31 | 2005 |
| The cross and the lynching tree: Exploring religion and race in the elementary classroom JS Damico, T Hall Language Arts 92 (3), 187-198, 2015 | 27 | 2015 |
| Black youth employ African American vernacular English in creating digital texts DT Hall, J Damico The Journal of Negro Education, 80-88, 2007 | 27 | 2007 |
| Reading for reliability: Preservice teachers evaluate web sources about climate change JS Damico, A Panos Journal of Adolescent & Adult Literacy 60 (3), 275-285, 2016 | 26 | 2016 |
| Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation M Baildon, J Damico Teaching and Teacher Education 24 (6), 1645-1657, 2008 | 26 | 2008 |
| National mandates and statewide enactments: Inquiry in/to large-scale reform. MB Hines, J Conner, G Campano, J Damico, M Enoch, D Nam English teaching: Practice and critique 6 (3), 76-91, 2007 | 25 | 2007 |
Mark BaildonIndiana UniversityDirección de correo verificada de iu.edu
