Sara Kersten Parrish

Sara Kersten Parrish
John Carroll University · Department of Education and School Psychology

Ph.D.

About

16
Publications
2,752
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60
Citations
Introduction
My research centers on concepts of multiliteracies and multimodality with preservice teachers and elementary aged children. I use qualitative methods to explore how children and preservice teachers use multiliteracies pedagogies and multimodal texts, such as nonfiction, graphic novels, picturebooks, and board games to expand understandings of literacy. Additionally, I do autoethnographic work on deafness in research and academic spaces.
Additional affiliations
August 2020 - present
John Carroll University
Position
  • Professor (Assistant)
July 2016 - July 2020
University of Nevada, Reno
Position
  • Professor (Assistant)
Education
August 2012 - May 2016
The Ohio State University
Field of study
  • Ph.D. in Literature for Children and Young Adults
May 2011 - August 2012

Publications

Publications (16)
Article
The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at t...
Article
Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution’s review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of res...
Article
Full-text available
To positively influence students’ behavior and social relationships in the school and community settings, teachers can support students during early interventions and active conversations. Conversations held during class time that use picturebooks and restorative practice activities can be an appropriate way to support student learning and engageme...
Article
Framed by critical literacy theory, this study examines representations of Sudanese children resettled as refugees in three works of children's literature for the middle grades.
Article
Deafness, Collaborative Reasoning, El Deafo, Middle School learners, graphic novels
Article
Full-text available
Cece Bell’s (El Deafo, Amulet, New York, 2014) is a middle childhood graphic novel memoir that explores the author’s experiences of losing her hearing and growing up with a severe hearing loss. As a graphic novel, the story is able to avoid a medicalized view of disability by combining image and text, a format that allows readers, those with hearin...
Article
Teachers who are encouraged to incorporate more nonfiction into curriculum in early elementary classrooms must find ways to engage students with nonfiction while grappling with teaching the nuances of the genre. This article looks into a first- and a second-grade classroom and examines how students engage in dialogue between the imaginative and cri...
Article
This article describes how second-grade students’ literacy learning was enhanced as they used their developing knowledge of nonfiction in an integrated English language arts/science unit toward the creation of multimodal nonfiction science books. After explaining the Common Core State Standards that guided the unit, the author outlines the theoreti...
Article
The authors consider how three different graphic nonfiction novels push against definitions and conceptions of nonfiction, causing readers to (re)consider "truth" in nonfiction.
Chapter
The chapters are written by teachers for other teachers about actual classroom practice. Each chapter stands on its own; the chapters include voices from teachers at all the elementary grade levels as well as insights from a literacy coach and a special education teacher. Throughout the chapters the authors address the ways in which as teachers the...
Article
This research study focuses on four teacher-researchers’ experiences with Shaun Tan’s (2006) The Arrival, a wordless graphic novel that is in their elementary, middle school, high school, and university classrooms. While in each case, many readers approached The Arrival with resistance, the aesthetic style and lack of recognizable language also inv...
Article
Full-text available
This paper explores work in multimodality and design as it relates to 21st century multiliteracies. After outlining the concept of a multiliteracies pedagogy, this paper describes multimodality and multimodal texts. Moving from the theoretical to the practical, this paper primarily explores selected multimodal works of Shaun Tan and the opportuniti...

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