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Academic Areas & Divisions
Curriculum & Instruction
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Jennifer C. StoneAssistant Professor in Curriculum & Instruction 115 Miller, Box 353600 |
Dr. Stone’s research and teaching focus on sociocultural and critical approaches to literacy education. Her primary interest is in digital literacies; that is, the ways in which digital and networked technologies (e.g. personal computers, the Internet, handheld devices, e-mail, etc.) are used to read, write and communicate. Her current work examines how literacy is changing with the advent and mass dissemination of digital technologies; how these changes complement, extend, and challenge contemporary school-based literacy instruction; and the implications of these new literacies for teacher education.
Education
Ph.D., University of Wisconsin-Madison, 2003
M.S., University of Wisconsin-Madison, 1999
B.A., University of Maryland, Baltimore County
Publications
Gomez, M.L., Stone, J.C., & Hobbel, N. (2004). Textual tactics of identification. Anthropology & Education Quarterly, 35 (4), pp. 391-410.
Abstract: In this paper, we merge de Certeau’s theory of strategies and tactics with more recent work on socially situated identities to investigate how youth in one eighth-grade reading class withstood and resisted identities of “being remedial.” On the basis of observational and interview data collected during a year-long ethnographic study, we illustrate how students used various texts to participate in official school practices while subverting these practices.
Gomez, M.L., Stone, J.S., & Kroeger, J. (2004). Conversations on teaching reading: From the point of view of point of view. English Education, 36(3). pp. 192-213
Abstract: Gomez, Stone, & Kroeger report findings from their study
of a three-year conversation group where ten experienced teachers from
one urban elementary school and two university researchers met together
to discuss literacy teaching and its effects on children's learning. They
explore how two of these teachers--Susan Jones, a first grade classroom
teacher, and Abby Smith, a Title I reading specialist--informed each other's
points of view surrounding the teaching of one child and helped them to
reframe their understandings of this child as a reader.
Stone, J.S. (2003). Unpacking the social imaginary of literacy education:
A case study. English
Education, 36(1),
35-55.
Abstract: Stone examines the tension between basic skills and whole language
discourses in literacy education. She demonstrates how prospective teachers
recruit their own experiences to position themselves within this binary
and suggests important ways in which university coursework and practicum
placements can provide a context in which preservice teachers might make
sense of the social imaginary of literacy education.
Curriculum & Instruction
