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Dushane, D. & Axelrod, Y. (Winter 2024). A broader concept of family: Strategies for welcoming foster families into early childhood settings. Young Children, 79(4), 78-85.

Flint, T. K. (2025). Sparking joyful learning: A teacher’s guide to connecting play and reader response. Rowman & Littlefield.  

Link: https://www.bloomsbury.com/us/sparking-joyful-learning-9781475869811/

Flint, T. K. (2025). “Kitty Litter-ature”: Exploring Children’s Playful Reading with Shelter Cats. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-02030-6

Harper, R. G. & López-Robertson, J. (Eds.) (2025). Photovoice: Using words and images in qualitative research. Myers Education Press.

Jackson, D., Johnson, W. F., Frankel, K. K., & Houston‐King, A. (2025). Preserving integrative and humanizing literacies: A commentary on the current literacy debates and the narrowing of literacy instruction. Reading Research Quarterly, 60(1), e594.

Johnson, W.F., James, D., & Pitts, B. (2025). Blackness at the Center: An Antidote to Anti-CRT Rhetoric for Early and Elementary Literacy Classrooms. Critical Education, 16(2), 190-206.

Johnson, W. F., Vlach, S. K., & Leija, M. (2025). Enacting reading comprehension: Using diverse literature to engage children's critical, sociopolitical knowledge. Reading research quarterly, 60(1), e584.

Huff, Mary Jo (2024). Puppet Play: Easy to Make & Easy to Use. Storytellin’ Time Press
Links:  www.amazon.com  or www.storytellin.com

López-Robertson, J. & Wells, M. S. (2024). Re-envisioning Family Engagement and Literacy in Early Childhood Classrooms: “Porque así ya conocemos”. Routledge.

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Peele, R., & Nash, K. T. (2025). “I Am the Universe”: Toward a Reader Model That Centers Culture. The Reading Teacher, 78(5), 258-266.

Rahman, S., & Johnson, W. F. (2025). Researching in Black Education Spaces: Contemplating the Consequentiality of the Research Site in Qualitative Education Research. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251322030 

Thiel, J. (2025). Literacies of Indigeneity at the science museum. Journal of Early Childhood Literacies. Online first.

Thiel, J. (2024). (Un)Learning archival methods from young archivists: A lesson in spatiality, vitality, and reciprocity. Qualitative Inquiry. 3I(10) https://doi.org/10.1177/10778004231200791 

Thiel, J. (2023). (De/re)territorializing writing/composition: becoming with playful objects through maker literacies: English Teaching: Practice & Critique. 22 (2) 150-162.  

Thiel, J. (2022). Twitter, #prekweek, and neoliberal childhoods: Posthuman reimaginings of a sigh. Contemporary Issues in Early Childhood. 23(3), pp. 317–331.

Vlach, S. K., Leija, M. G., & Johnson, W. F. (2025). “We read to resist.”: How critical bilingual educators prepare for justice-oriented interactiveread-alouds. English Teaching: Practice & Critique. https://doi.org/10.1108/ETPC-05-2025-0102