Alex Corbitt

State University of New York College at Cortland | SUNY Cortland · Department of Literacy

Purpose This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went “viral” as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily. Design/methodology/approach The authors use a mixed-methods sequential exp...

Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child thr...

This article draws on video data from a larger empirical project tracing how five adults learned to escape a series of complex multi-linear escape rooms. Zeroing in one room, The Author’s Enigma, it interrogates sound as a design feature and more-than-representational resource that co-produced play. Refracted through more conceptual and methodologi...

The authors present a framework to guide youths’ analysis of literary monsters and foster the acceptance of others—in and beyond our classrooms.

The emergence of e-literature-texts created on and for digital devices has coincided with innovative, transgressive methods of storytelling. Pry, an iOS-based text, exemplifies e-literature's potential to rethink traditional narrative conventions. Rather than depict the real world as we experience it (i.e. mimesis), Pry features metaleptic elements...

Like many progressive schools, Alex Corbitt's school in the Bronx tries to carefully balance the federal accountability mandates of standardized test scores with authentic teaching and learning. Within the confines of state mandates, Alex's school has encouraged him to create a Teen Activism course. In this class, the kids decided that they wanted...

Students can develop rhetorical techniques that promote productive online discourse. In this chapter, two teachers reflect on a series of digital argument activities as they worked together to refine their understandings of ethical digital rhetoric.

School systems in the U.S., particularly in urban contexts, often mirror, reinforce, and maintain the systemic oppression that exists outside classroom walls. As teachers committed to justice and equity, the authors attempted to resist the historically oppressive institution of schooling and imagine new possibilities for learning. The authors found...