| Abbas, June | Ageyev, Vladimir | Bishop, Kay | Boyd, Fenice | Brutt-Griffler, Janina |
| Dimitriadis, Greg | Kimball, Melanie | McVee, Mary | Miller, Suzanne |
| Runfola, Maria | Thompson, Mary | Wang, X. Christine |

June Abbas

Dr. Abbas is an Assistant Professor in the School of Informatics at SUNY at Buffalo. She holds a Ph.D. in Information Science from the University of North Texas (2001). Her areas of expertise include children's use of digital resources, information technology and system design, digital libraries, information retrieval, and assessing these areas using both qualitative and quantitative methods. Her research focuses on children and young adult's use of digital resources, interface and system design issues, and information retrieval problems of children and young adults. She has conducted research on children and young adult's use of digital libraries and digital resources. She is the author of articles on children's information seeking and metadata representation issues, use of digital libraries, and children and information technology.

Currently she is working on research projects dealing with 1) the use of the Internet it's impact on youth's use of the public library (as Investigator on an IMLS-funded project), 2) constructing appropriate controlled vocabularies for digital library communities (all ages). She is also writing a grant to fund a project on computer use in public libraries and youth's perceptions of digital technologies.

Sample of related work:

• Abbas, Bishop & D'Elia. Youth and the Internet. (expected March 2006) Young Adult Library Services.
• Abbas, J. (Fall 2005). Creating metadata for children's resources: Issues, research, and current developments. Library Trends.
• Abbas, J. (2005). Children and information technology. (May 2005). In "Encyclopedia of Library and Information Science 2005". (updated revision from 2003 edition)
• Abbas, J. (in press). Out of the Mouths of Middle School Children: Using Student Generated Keywords for Subject Access in a Digital Library." Journal for the American Society of Information Science and Technology.
• Abbas, J. (March/April 2003). "Finding Science Resources Online can be Fun and Productive with the ARTEMIS Digital Library" Knowledge Quest.

Dr. Ageyev's field of expertise is cross-cultural and sociocultural psychology, cultural diversity, intercultural communication and multicultural education. A graduate of Moscow State University, the leading educational and research institution of his country (Russia), Dr. Ageyev carried out a number of collaborative international studies on stereotypes, prejudices, intercultural communication, intergroup and inter-ethnic relations, and multicultural education. He is an author of numerous articles and books, including Intergroup Interactions and Human Understanding (in Russian): many of his articles are published in leading journals in the field. His current research focuses on the cultural issues evident in immigrant children's experiences in American schools. Based on his research data, Vladimir Ageyev has developed a number of courses and workshops dealing with cultural diversity, intercultural communication and multicultural education: its major goal is aimed at promoting intercultural dialogue, raising cultural awareness, increasing intercultural sensitivity and empathy, and confronting cultural stereotypes and prejudices.

His approach has proven to be successful not only in the university classrooms, but also in Buffalo Public School District settings, including his workshops at Grover Cleveland High School, Niagara Falls High and at the Buffalo Public Schools Teachers' Center.His courses at UB invariably attract students from different programs in all three departments of GSE, and from other schools at UB. His theoretical ideas provide the intellectual tools to bring about changes in student attitudes toward diversity. Dr. Ageyev continues to be an observer of political, social and cultural changes taking place in Russia. On a number of occasions, he served as an interpreter for Russian visitors to Western New York and the University at Buffalo, helping to bridge Russian-American cultural differences and promote intercultural understanding.

Sample of related work:

• Ageyev, V.S. (in press). Russian children in American schools: Towards intercultural dialogue in diverse classrooms and teacher preparation programs. In In M. Finn & P. Finn (Eds.) Teacher education with an attitude. State University of New York Press.
• Ageyev, V.S. (2003). Lev Vygotsky in the mirror of cultural interpretations. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.), Vygotsky's Educational Theory in Cultural Context. Cambridge: Cambridge University Press.
• Ageyev, V.S.. & Goulah, J. (2003, May). Intercultural education in the age of globalization. In Global Issues in Education: Proceedings from the 5th International Conference on Education. Athens, Greece: Athens Institute for Education and Research.
• Ageyev, V.S. & Goulah, J. (2003, June). Teaching American educators about Russian and East European culture. In Proceedings of the UNESCO Conference on Intercultural Education. Jyvaskyla, Finland.
• Ageyev, V.S. & Goulah, J. (2004, April). Bridging Russian-American differences: Helping Russian immigrant children adjust to American schools. Paper presented at the Annual Conference of the American Educational Research Association. San-Diego.

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Kay Bishop

Dr. Bishop is an associate professor and the Director of the School Library Media Specialist program in the School of Informatics at the State University of New York at Buffalo. She has been a faculty member at UB for two years and has been on the faculty at the University of South Florida, the University of Kentucky, the University of Southern Mississippi, and Murray State University. She has over 20 years of experience in K-12 schools, primarily in Florida, but she has also worked overseas-in the Peace Corps in Nepal, in a U.S. Department of Defense Dependents elementary school in Hanau, Germany, and in an international school in Lugano, Switzerland.

Her research interests are in youth services in school media centers and public libraries. Currently she is working on research projects dealing with (1) youth and the Internet and (2) recruiting and educating minorities for school library positions in urban areas. In the past two years she has been a recipient (along with other UB colleagues) of two grants from the Institute of Museum and Library Services. She currently serves on the NCATE Board of Examiners as the American Library Association representative.

Sample of related work:

• Bishop, K. (2005). "Multicultural Literature and the School Library Media Center." In Educational Media and Technology Yearbook, pp. 171-176. Westport, Conn.: Libraries Unlimited.
• "Making Multicultural Literature Meaningful" Knowledge Quest (September/October 2003);
• "What in the World is Happening with Information Literacy?" Knowledge Quest (May/June 2003);
• "Attracting Adults to Public Libraries: Identifying Effective YA Strategies, Programs, and Services," Journal of Youth Services in Libraries (Winter 2002)
• Connecting Libraries with Classrooms: The Curricular Roles of the Media Specialist, Worthington, OH: Linworth Publishing (2003).
• The Collection Program in Schools: Concepts, Practices and Information Sources, 3rd edition, Library and Information Science Text Series. Englewood, CO.: Libraries Unlimited (2001);
• Inquiry-Based Learning: Lessons from Library Power, Worthington, OH: Linworth Publishing (2001).

Recent presentations include: 'Engaging Students in Storytelling," June 18, 2004, with Melanie Kimball at the International Association of School Librarianship Conference in Dublin, Ireland; "Making Multicultural Literature Meaningful", October 25, 2003, at the 11th National American Association of School Librarians Conference in Kansas City, Missouri; "The Teen Environment," April 10, 2002, with Pat Bauer at the Florida Library Association Conference in Daytona Beach, Florida; "Mother Goose for All Ages," July 10, 2001, with Marilyn Stauffer at the International Association of School Librarianship Conference in Auckland, New Zealand; "The Impact of Technology on School Library Media Centers in Two Florida School Districts," July 11, 2001, at the Fifth International Forum on Research in School Librarianship in Auckland, New Zealand.

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Dr. Boyd is an associate professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo. She earned her doctorate from Michigan State University in Curriculum, Teaching, and Educational Policy with a specialty in Literacy.

Dr. Boyd's research centers on issues of diversity as it relates to adolescents' ethnic, cultural, and linguistic backgrounds, academic abilities, instructional approaches, and curriculum materials. She has published several book chapters and articles in several peer-reviewed journals including Journal of Literacy Research, Journal of Adolescent & Adult Literacy, The Reading Teacher, and Reading Research and Instruction. She is the second author of a multi-authored book published with Lawrence Erlbaum Associates titled Principles Practices for Adolescent Literacy: A Framework for Instruction and Policy (Sturtevant, Boyd, Brozo, Hinchman, Moore & Alvermann, 2006). Her co-edited book titled Multicultural and Multilingual Literacy and Language: Contexts and Practices was published by The Guilford Press in 2004.

Dr. Boyd has presented at national/international, and state conferences including the International Reading Association, the National Reading Conference, and the American Educational Research Association. She has been an invited scholar to Macedonia, Costa Rico, Cuba, South Africa, and Zimbabwe to explore teacher preparation, literacy teaching and learning, and culture at the respective countries. She teachers masters and doctoral courses focused on politics in literacy education, reading comprehension research, adolescent literacy methods, language arts, young adult literature, film and literature, and language, literacy, and culture.

Sample of related work:

Book:

• Sturtevant, E. G., Boyd, F. B., Brozo, W. G., Hinchman, K. A., Moore, D. W. & Alvermann, D. E. (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Lawrence Erlbaum Associates.

Refereed articles:

• Boyd, F. B., & Ikpeze, C. H. (2007). Navigating a literacy landscape: Teaching conceptual understanding with multiple text types. Journal of Literacy Research, 39(2), 217-248.
• Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with webquest. The Reading Teacher, 60, 644-654.
• Boyd, F. B., Ariail, M., Williams, R., Jocson, K., Tinker-Sachs, G., & McNeal, K., with Fecho, B., Fisher, M., Healy, M. K., Meyer, T., & Morrell, E. (2006). Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms. English Education, 38, 327-348.
• Boyd, F. B. & Howe, D. (2006). Teaching Warriors Don't Cry with other text types to enhance comprehension. English Journal.

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Janina Brutt-Griffler

Dr. Brutt-Griffler is an associate professor in the Department of Learning and Instruction in Second and Foreign Language Education in the Department of Learning and Instruction at University at Buffalo. She earned her doctorate from The Ohio State University with a specialty in applied linguistics.

Prior to joining the faculty at University at Buffalo, Dr Brutt-Griffler taught at the University of York, England where she built its successful new M.A.-TESOL program. Her interdisciplinary research spans the fields of sociolinguistics, second language acquisition, and applied linguistics. Her publications include World English: A Study of Its Development, winner of the Kenneth Mildenberger Award from the Modern Language Association; Bilingualism and Language Pedagogy; and forthcoming from Palgrave Press, English and Ethnicity. She is currently working on a book manuscript entitled The Postimperial Politics of English: Language, Identity, and 'Globalization.' Her current research, combining historical, classroom, and empirical methodologies in naturalistic multilingual settings, has led her to consider the need to turn to the methodology of interactional sociolinguistics and posit critical questions regarding second language education. Specifically, she is interested in the extent to which theories of second language acquisition and language curricula address the development of advanced levels of foreign/second language competency and how technology might aid it.

Dr Brutt-Griffler serves on the Modern Language Association's executive committee for General Linguistics and the Distinguished Service and Scholarship Committee of the American Association for Applied Linguistics.

Most recent publications:

• Brutt-Griffler, J. (in press). Bilingualism and elearning. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of elearning research. London: Sage.
• Brutt-Griffler, J. (in press). Race and ethnicity in the English speaking world. In J. Brutt-Griffler & C. Davies (Eds.), English and ethnicity. New York, NY: Palgrave Macmillan Ltd.
• Brutt-Griffler, J. (in press). World English(es) and the study and learning of culture(s). In F. Königs and E. Zöfgen. Fremdsprachen Lehren und Lernen: Sprachdidaktik interkulturell. Berlin/New York:
• Mouton de Gruyter. Makoni, S., Brutt-Griffler, J. & Mashiri, P. (in press). Mother tongues in search of speakers: Crossing ethnic and linguistic boundaries in Southern Africa. Language in Society.
• Brutt-Griffler, J. (2005). Language endangerment and world English: Theoretical perspectives. In M. Putz, J. Fishman, & JoAnne Neff-van Aertselaer (Eds.), 'Along the routes to power': Explorations of empowerment through language (pp. 1-19). Berlin/New York: Mouton de Gruyter.
• Brutt-Griffler, J. (2005). "Who do you think you are, where do you think you are?": Language policy and the political economy of English in South Africa. In C. Gnutzmann & F. Intemann (Eds.), The globalisation of English and the English language classroom (pp. 25-37). Tübingen: Narr.

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Greg Dimitriadis

Dr. Dimitriadis is an associate professor in the Sociology of Education program in the Department of Educational Leadership and Policy, University at Buffalo. His research interests focus on new ways of thinking about urban education and the policies which serve urban youth. More specifically, Dr. Dimitriadis is interested in the potential value and importance of non-traditional educational curricula (e.g., popular culture), programs (e.g., arts-based initiatives), and institutions (e.g., community centers) in the lives of disenfranchised young people. Other interests include: critical ethnography, urban education, educational policy, popular culture, cultural studies, and postcolonial music, art, and literature. Currently he is conducting a multi-sited three-year project on arts and education collaborations in Buffalo, New York.

Relevant publications include:

• Kamberelis, G., & Dimitriadis, G. (2005). On qualitative inquiry (foreword by Donna Alvermann and JoBeth Allen). New York: Teachers College Press, Columbia University.
• Dolby, N., & Dimitriadis, G. (with P. Willis). Eds. (2004). Learning to labor in new times (foreword by Stanley Aronowitz). New York: RoutledgeFalmer.
• Dimitriadis, G. ( 2003 ). Friendship, Cliques, and Gangs: Young Black Men Coming of Age in Urban America. New York: Teachers College Press.
• Dimitriadis, G. & Carlson, D. (Eds.) (2003). Promises to Keep: Cultural Studies, Democratic Education, and Public Life. New York: RoutledgeFalmer.

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Melanie Kimball

Dr. Kimball is an assistant professor in the School of Informatics, Department of Library and Information Studies, University at Buffalo. She has been a faculty member for almost two years. Her research interests include youth services in public libraries, children's reading, children's literature, and storytelling. Currently she is working on research projects dealing with 1) the Internet and adults and their use of the public library (as Investigator on an IMLS-funded project), 2) the Internet and youth and their use of the public library. She is also writing a grant to fund a project on youth, reading, and the public library in an electronic age.

Sample of related work: Some of her publications include "Effie Louise Power: Librarian, Educator, Author," Library Trends (Spring 2004) and "From Folktales to Fiction: the Orphan Character in Children's Literature," Library Trends (Winter 1999).

Recent presentations include: "Assembling Orphan Tales: From Folktale to Fiction to Fact, " September 6, 2004, with Dennis Leoustakas at the International Board on Books for Young People's Biennial Conference in Cape Town, South Africa; "Cultural Gatekeepers: Children's Librarians and the Control of Children's Reading, 1903-1930," July 23, 2004 at the annual conference of the Society for the History of Authorship, Reading, and Publishing (SHARP) in Lyon, France; "Engaging Students in Storytelling," June 18, 2004 with Kay Bishop at the annual conference of the International Association of School Libraries; and "Storytelling, Literature and the Creation of New Readers in St. Louis, 1907-1927," July 2003 at the SHARP Annual Conference in Claremont, California.

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Mary McVee

Dr. McVee is an associate professor in Literacy Education in the Department of Learning and Instruction at the University at Buffalo (SUNY) and Director of the Center for Literacy and Reading Instruction (CLARI). She teaches masters courses in literacy, technology, and culture and doctoral seminars in discourse analysis, narrative, and new literacies. Her research focuses on mediational tools used by teachers, teacher educators, and students. Recent research projects examine how literacy teachers position themselves with regard to cultural issues (e.g., race, class, gender, etc.). Her current research investigates how technology can be integrated into literacy teacher education courses to reposition teachers to explore technologies as mediational tools and social practices. This research also explores how teacher learning is facilitated, or constrained, through the use of recent technologies such as digital movies, multi-media presentations, and web design.

Sample of Related Work:

• McVee, M. B., Bailey, N. M., & Shanahan, L. E. (2008). Technology lite: Advice and reflections for the technologically unsavvy. Journal of Adolescent and Adult Literacy, 51(6) 444-48.
• McVee, M. B., Brock, C. M., & Glazier, J. A. (Eds.) (Forthcoming). Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative, and Power in Diverse Educational Contexts. Cresskill, NJ: Hampton Press.
• McVee, M. B., Gavelek, J., & Dunsmore, K. L., (2007). Considerations of the social, individual, and embodied: A response to comments on "Schema Theory Revisited," Review of Educational Research, 77( 2), 245-248.
• McVee, M., Dunsmore, K. L., Gavelek, J. (2005). Revisiting schema theory. Review of Educational Research, 77( 2), 245-248.
• McVee, M. B. (2005). Revisiting the Black Jesus: Evaluating a narrative through multiple retellings. Narrative Inquiry, 15(1), 161-195.
• McVee, M. B. (2004). Narrative and the exploration of culture in teachers' discussions of literacy, identity, self and other. Teaching and Teacher Education, 20(8), 881-899.

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Suzanne Miller

Dr. Miller is an associate professor of English Education in the Department of Learning and Instruction at the University at Buffalo (SUNY), where she teaches graduate courses on language and literacy, the teaching of English, and qualitative research methods. Specific recent courses include Digital Video as a Literacy Learning Tool and Literacy and Arts Integration. Her research focuses on the influence of transformative literacy teaching, curricula and programs on student learning and on school change. Her work has been funded by the U.S. Department of Education, the National Council of Teachers of English (NCTE), the NY State Education Department, and the John R. Oishei Foundation.

As digital technologies have widened the scope of literacy to multiple forms of New Literacies, Dr. Miller created and directs City Voices, City Visions Digital Video Composing Project, a school-based program for infusing digital video composing and other digital arts into urban classrooms to engage and empower students (access the website at http://www.cityvoicescityvisions.org/). She was co-director of the Preparing Tomorrow's Teachers to Use Technology implementation grant at the University at Buffalo. The potential for new technologies to transform urban schools was the focus of her work as research consultant to the NYSED's Preparing Tomorrow's Teachers to Use Technology Catalyst team.

Dr. Miller is past Chair of the Conference on English Education (CEE)--the teacher education constituent of the National Council of Teachers English-and a member of the NCTE Executive Committee. She coordinates the New Literacies Group at the University at Buffalo.

Sample of related work:

• Miller, S. M. (2008). Teacher learning for new times: Repurposing new multimodal literacies and digital-video composing for schools. In J. Flood, S.B. Heath, D. Lapp (Eds.) Handbook of research on teaching literacy through the communicative and visual arts, pp. 441-460, Volume II. New York: Lawrence Erlbaum Associates and The International Reading Association.
• Miller, S.M. (2007). The multiple languages and literacies of English. In V. Ellis, C. Fox, B. Street (Eds.) Rethinking English in schools: A new and constructive stage (pp. 174-182). London: Continuum International Publishing.
• Miller, S.M. (2007, October). English teacher learning for new times: Digital video composing as Multimodal Literacy Practice. English Education, 40(1), 64-83.
• Miller, S. & Borowicz, S. (2007). New literacies with an attitude: Transformative teacher education through digital video learning tools. In M. Finn & P. Finn (Eds.) Teacher education with an attitude. State University of New York Press.
• Miller, S. & Borowicz, S. (2006). Why multimodal literacies? Designing digital bridges to 21st century teaching and learning. GSE Publications & SUNY Press.
• Miller, S.M. (2006). Reconstructing English education for the 21st century: The action agenda. English Education, 38(4), 394-399.
• Miller, S. & Borowicz, S. (2005). City Voices, City Visions: Digital video as literacy/learning supertool in urban classrooms. In L. Johnson, M. Finn & R. Lewis (Eds.) Urban education with an attitude. SUNY Press.
• Miller, S., Meier, E., Payne-Bourcy, L., Shablak, S., Newman, D. L., Wan, T. Y., Casler, E. & Pack, G. (2003, October 20). Technology as a catalyst for change: A leadership model for transforming urban teacher preparation. The International Electronic Journal for Leadership in Learning. Volume 7, Number 12. Available online at http://www.ucalgary.ca/~iejll/volume7/miller.htm (ISSN 1206-9620).
• Miller, S.M. (2003). How literature discussion shapes thinking: Teaching/learning habits of the heart and mind. In A. Kozulin, B. Gindis, V. Ageyev, S. Miller, (Eds.) Vygotsky's educational theory in cultural context (pp. 289-316). Cambridge, England: Cambridge University Press.

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Maria Runfola

Following a collegiate career that spans Nazareth College of Rochester, the Eastman School of Music and the State University of New York, Buffalo, Dr. Runfol has been teaching at the University at Buffalo for over 30 years. Professor Runfola is a specialist in early childhood music, curriculum development, and arts assessment.

Dr. Runfola studied with Edwin E. Gordon, known throughout the world as a preeminent researcher, teacher, author, editor and lecturer in the field of music education. His pioneering book, A Music Learning Theory for Newborn and Young Children (1989), was the first scholarly look at the critical importance of preschool music education. Thus, Dr. Runfola's primary concentration has always been the development of "music audiation" in very young children. More recently she has turned her attention to the similarities between language and music literacies. Currently, sponsored by the National Endowment of the Arts, she is conducting research relevant to the link between emergent literacy and music achievement.

Professor Runfola actively supports music education nationally and especially in New York State. During the last six years, Professor Runfola has served New York's State Education Department as Chair of the Music Taskforce whose mission was to develop arts assessments for high school students throughout the state. Also, she is a member of the New York State School Music Association's Classroom Music Committee, the mission of which is to advocate for and assist with classroom music in New York State.

Sample related work:

• Runfola, M. and Taggart, C. (Eds.) Development and Practical Applications of Music Learning Theory, G.I.A. Publications (2005.)
• Runfola, M. On curriculum. Handbook of Research in Music Teaching & Learning, Runfola, M. Developmental characteristics of music learners. Handbook of Research in Music Teaching & Learning.
• Runfola, M. Child Voice. Theory into Practice. Music Educators National Conference (MENC).

• Thompson, M. K. (in press). Gender and identity inside the literacy practice of fanfiction: Slut, Warrior and Princess. Research of the Teaching English.
• Thompson, M.K and Miller, H. (in press) Taking Text out of the page: Blogging as a critically reflective tool inside the English classroom. English Education
• Thompson, M. K. (in press). Multimodal teaching and learning: Creating spaces for content teachers. Journal of Adolescent and Adult Literacy.
• Thompson, M. K. (revise and resubmit). Struggling to do school: Situating practice and identity of one adolescent language learner. Journal of Literacy Research.
• Thompson, M. K. (revise and resubmit). Is the virtual more real: How to make our classrooms more open to millennial learners. CITE Journal
• Thompson, M. K. & Bok, E. (under review).Digital savvy fanfiction designer: Examining multimodal literacy practice for 21st century classrooms. Reading Research Quarterly.
• Thompson, M. K. & Bok, E. (under review). Not so happily ever after: Romance writing and the affinity space of fan fiction for one adolescent female. Gender and Education.
• Thompson, M.K (under review). Learning Multimodally: Putting math teachers to the text Journal of Adolescent and Adult Literacy
• Thompson, M. K. (in press). Adolescent girls authoring their lives through anime. To appear in M. B. McVee, C. Brook, & J. A. Glazier (Eds.), Sociocultural Positioning in Literacy Research: Exploring Discourse, Culture, Narrative and Power. Hampton Press.
• Thompson, M.K. (in press). When daddy goes to prison: Examining crisis through online fanfiction. To appear in L. MacGillvray (Eds.), Literacy in Times of Crisis. Routledge/Lawrence Erlbaum.
• Boyd F. & Thompson, M.K (in press). Multimodally and Literacy learning. To appear in K. Hinchman, & E. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction. Guilford Press.
• Miller, S., Thompson, M. K., & Boyd, F. (under review with Teachers College Press). Multimodal Literacy Practices: Transforming the teaching/teacher education landscape.To appear in S. Miller, F. Boyd, & M. K., Thompson (Eds.), Multimodal Literacies: Learning and Teaching in a Digital World.
• Thompson, M. K. (in progress with Teachers College Press). Response to YAL: The role of print in this "Multimodal Thing." To appear in S. Miller, F. Boyd, & M. K., Thompson (Eds.), Multimodal Literacies: Learning and Teaching in a Digital World.

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X. Christine Wang

Dr. Wang is an assistant professor of Early Childhood Education. She teaches courses on child development, sociocultural theory and early schooling, and methods of child study. She is interested in young children's learning and development in culturally meaningful activities in general. Her current research specifically focuses on social processes, learning and identity issues in the technology-rich contexts.

Sample Related Work:

• Ching, C. C., Wang, X. C., Shih, M. & Kedem, Y. (in press). Digital photograph and journals in a K/1 classroom: Toward effective and meaningful technology integration in early childhood education. Early Education and Development, 17(2).
• Ching, C. C., Wang, X. C. & Kedem, Y. (in press). Digital photo journals: A novel approach to addressing early childhood technology standards and recommendations. In S. Tettegah & R. Hunter (Eds.), Technology: Issues in Administration, Policy, and Applications in K-12 Classrooms. Elsevier Science.
• Wang, X. C., Kedem, Y., & Hertzog, N. (2004). Scaffolding young children's reflections with student-created PowerPoint presentations. Journal of Research in Childhood Education, 19(2), 159-174.
• Wang, X. C. & Ching, C. C. (2003). Social construction of computer experience in a first-grade classroom: Social processes and mediating artifacts. Early Education and Development, 14(3), 335-361.
• Wang, X. C., Kanfer, A., Hinn, D. M., & Arvan, L. (2001). Stretching the boundaries: Using ALN to reach on-campus students during an off-campus summer session. Journal of Asynchronous Learning Network, 5(1). (http://www.aln.org/alnweb/journal/jaln-vol5issue1.htm)
• Wang, X. C., Hinn, D. M., & Kanfer, A. (2001). Potential of computer-supported collaborative learning for learners with different learning styles. Journal of Research on Technology in Education, 34(1), 75-85.

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