Joelle Nagle

Joelle Nagle
The University of Western Ontario | UWO · Curriculum Studies

B.A., B.Ed., M.Ed., PhD Candidate in Education

About

8
Publications
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85
Citations

Publications

Publications (8)
Technical Report
Full-text available
This report is third of three reports designed to chronicle how each province and territory in Canada managed their response to the COVID-19 pandemic. The first report, Documenting Triage: Detailing the Response of Provinces and Territories to Emergency Remote Teaching report (Nagle, Barbour, & LaBonte, 2020), described how each jurisdiction manage...
Technical Report
Full-text available
This report is second of three reports designed to chronicle how each province and territory in Canada managed their response to the COVID-19 pandemic. The goal of this second report, as with the first report Documenting Triage: Detailing the Response of Provinces and Territories to Emergency Remote Teaching report (Nagle, Barbour, & LaBonte, 2020)...
Technical Report
Full-text available
Ahead of the World Health Organization’s (WHO) March 11, 2020 declaration that COVID-19 was indeed a pandemic, and as Canada began diagnosing its first cases of the coronavirus, Canada’s Chief Public Health Officer, Dr. Theresa Tam, urged Canadian communities to “prepare for stronger public health measures to contain the spread of the new coronavir...
Article
Full-text available
This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we...
Article
Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for...
Article
Full-text available
Graduate students develop their researcher identity through their written academic work, not only voiced through their research but through the dissemination of that research published in peer-reviewed conference presentations and articles. Through one's tenure as a graduate student, academic service may include reviewing submissions for conference...
Article
Full-text available
The focus of this Special Issue (English) is to divert attention from the insidious global discourses centered on the re-assertion of white dominance through anti-immigration policies, and shift the conversation to one centered on the important work being done in graduate educational research that acknowledge our history and reflects on our role(s)...
Article
This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning-making processes of four students aged 13-14 years as they created history projects. Students were invited to explore curriculum content in self-chosen ways and to produce presentations in a range of formats. The data we present and disc...

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Projects

Projects (2)
Project
This research project is designed to chronicle how each province and territory in Canada managed their response to the COVID-19 pandemic. Sponsored by the Canadian eLearning Network (CANeLearn), a leading voice in Canada for learner success in K-12 online and blended learning, this report highlights the announcements, supports, and policy changes each Canadian jurisdiction made to continue to promote learning throughout the pandemic. Information was gathered for each province and territory through government websites, educational organizations, and current news releases. This information highlighted each jurisdiction’s strategies to provide supports, resources, and technologies appropriate for the continuation of teaching and learning.
Project
Teacher professional learning in multiliteracies with both preservice and in-service teachers.