Other Scholarship

Below find more of my writing (beyond books) from the past few years focused on literacy learning, children’s literature, joyful leadership, and professional learning. See the CV tab for a full list of scholarly writing and presentations.

Cunningham, K. E., & Rainville, K. N. (2022). Nurturing joy and belonging: Practices for rehumanizing
professional learning. School-University Partnerships, 15(2), 1-11.

Cunningham, K.E. (2022). It’s time to end the reading wars. Librarians can forge a path forward. School Library Journal.

Cunningham, K.E., & Enriquez, G. (2022). Planning for book joy: Reconceptualizing power in literacy instruction. Language Arts, 99(3), 192-194.

Cunningham, K.E. & Pfleging, A. (2021). Efficacy in the face of adversity: Lessons learned from teaching during the pandemic. Educational Leadership, 79(3), 70-75.

Cunningham, K.E. (2021). In search of hope and healing: Guideposts for whole-hearted living, loving, and teaching after loss. Educational Forum, 85(4).

Cunningham, K. E., Cappiello, M. A., Dawes, E. T., & Enriquez, G. (2021). The pitfalls and potential of anthropomorphism in children’s literature. In Animals are us: Anthropomorphism in children’s literature: Celebrating the Peter J. Solomon collection. Cambridge, MA: Harvard University Press.

Cunningham, K. & Falk, J. (2020). Professional learning of literacy teachers of specialized populations. Reading Horizons: A Journal of Literacy and Language Arts, 59(2).

Cunningham, K. & Rainville, K. (2018). Joyful leadership in practice. Educational Leadership, 75, 62-67.

Fantozzi, V. & Cunningham, K. (2018). Countering the Peter effect: Blogging and talking about children’s literature in teacher education classes. Journal of Literacy Innovation3(1).

Berchin-Weiss, J., Falk, J., & Cunningham, K. (2016). Supporting d/Deaf students with intellectual disabilities: A specialized literacy curriculum. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices13(1), 61-80.

Cunningham, K. (2013). We are what we repeatedly do: Creating a close reading culture in a K-8 school. Connecticut Reading Association Journal, 2 (1), 21-28.

Cunningham, K. and Enriquez, G. (2013). Bridging core-readiness with social justice through social justice picture books. New England Reading Association Journal, 48 (2), 28-37.

Cunningham, K. and Farrell Smith, S. (2013). Creativity matters: The 7/6 project and the edges that expand writing. The English Record, 63 (1), 132-142.

Cunningham, K. & Enriquez, G. (2018). Picturebook illustrations: Powerful pathways for Literacy learning and language acquisition. In B. Berriz, V. Poey, A. Wager (Eds.)  Art as a Way of Talking (pp.144-165). New York, NY: Routledge Press.

Rainville, K. & Cunningham, K. (2018). Reframing how we think about learning: A four-source model. In K. Byrnes, J. Dalton, & E. Dorman (Eds.), Cultivating a culture of learning: Contemplative practices, pedagogy, and research in education (pp. 21-30). New York, NY: Rowman & Littlefield. 

Cunningham, K. E. (2014). Partnering to strengthen the teaching of foundational literacy skills. In J. Ferrara, J. L. Nath, & I. N. Guadarrama (Eds.) Creating visions for university-school partnershipsvol. 5 (pp. 259-282). Charlotte, NC: Information Age.

Enriquez, G., Cappiello, M.A., Cunningham, K.E., & Dawes, E.T. (2020). Children’s literature reviews: Stories for multimodal learners: Picturebooks, audiobooks and apps to engage K-8 students. Language Arts97(3), 186-193.  

Enriquez, G., Cunningham, K.E., Dawes, E.T., Lara, G.P., & Jimenez, L.M. (2019). Children’s literature reviews: Family stories and diverse children’s literature. Language Arts97(1), 42-50. 

Enriquez, G., Dawes, E.T., Cappiello, M.A., & Cunningham, K.E.(2019). Children’s literature reviews: 2018 notable poetry books for children. Language Arts96(6), 390-399.  

Enriquez, G., Cunningham, K.E., Dawes, E.T. & Cappiello, M.A. (2019). Children’s literature reviews. Children’s literature to support critical literacies engagement. Language Arts96(5),325-334.

Enriquez, G., Cunningham, K.E., Cappiello, M.A., & Kruger, M.W. (2018). Children’s literature reviews. 2017 Notable Poetry Books for Children. Language Arts95(6), 394-401.

Enriquez, G., Cappiello, M.A., Cunningham, K.E., Dawes, E. (2018). Children’s literature reviews. Changes in children’s literature. Language Arts95(5), 338-345.

Enriquez, G., Dawes, E.T., Cappiello, M.A., & Cunningham, K.E. (2018). Children’s literature reviews. Beyond primers: High-quality children’s literature for primarygrade readers. Language Arts95(3), 182-189.

Enriquez, G., Cunningham, K.E., Dawes, E.T., Cappiello, M.A. (2017). Children’s Literature Reviews. Stories of advocacy in children’s literature. Language Arts95(1). 44-52.

Enriquez, G., Dawes, E.T., Cunningham, K.E., Cappiello, M.A. (2017). Children’s Literature Reviews. 2016 Notable children’s poetry books. Language Arts94(6). 418-426.

Enriquez, G., Cunningham, K.E., Cappiello, M.A., & Dawes, E. (2017). Children’s literature reviews: Books about experiencing and overcoming trauma for K-8 readers. Language Arts, 94(4), 346-355.

Enriquez, G., Cappiello, M.A., Cunningham, K.E. & Dawes, E. (2017). Children’s literature reviews: Tween time: Titles to share with readers ages 9-12. Language Arts94(3), 202-210. 

Enriquez, G., Cappiello, M.A., Dawes, E., & Cunningham, K.E.  (2016). Children’s literature reviews: Courage, compassion, connection: Building community through powerful characters. Language Arts94 (1), 58-66.  

Rainville, K. N., Cunningham, K, & Kelly, C. (2016). Diverse learners, diverse literacies: Comments from the editors. The Language and Literacy Spectrum, 26, 4-6.

Cunningham, K. Kelly, C., & Rainville, K. N. (2015). Literacy within the disciplines: Seamless integration of literacy and content comments from the editors. The Language and Literacy Spectrum, 25, 4-6.Cunningham, K., Kelly, C., & Rainville, K. N. (2014). Connection, community and identity: Supporting diverse learners in the core era comments from the editors. The Language and Literacy Spectrum, 24, 4-6.

Cunningham, K., Collin, R., Kelly, C., & Rainville, K. N. (2013). Literacy: Common core and beyond comments from the editors. The Language and Literacy Spectrum, 23, 4-6.

Cunningham, K. (2019). Using children’s literature to support SEL in the elementary classroom. School Library Journal. Available at https://www.slj.com/?detailStory=using-children%E2%80%99s-literature-to-support-SEL-in-the-elementary-classroom

Cunningham, K. (2019). How to read mindfully: 7 strategies for elementary students. School Library Journal. Available at https://www.slj.com/?detailStory=How-to-read-mindfully-7-strategies-for-elementary-age-kids

Cunningham, K. (2019). Teaching with 2019 Caldecott Winner “Hello, Lighthouse”. School Library Journal. Available at https://www.slj.com/?detailStory=teaching-with-2019-caldecott-winner-hello-lighthouse

Co-editor and author with M. A. Cappiello, E. T. Dawes, & G. Enriquez. (2012- present). The classroom bookshelf: Teaching with children’s and young adult literature in the 21st century [Web log]. Retrieved from: http://classroombookshelf.blogspot.com

Cunningham, K. & Cunningham, C. (2016, April 24). Using text sets to spark  unstoppable learning. Middleweb. Retrieved from http://www.middleweb.com/29495/use-text- sets-to-spark-unstoppable-learning/

Cunningham, K. (2016, March 7). Each day should be a story-worthy day. Stenhouse Publishers Blog. Retrieved from http://blog.stenhouse.com/archives/2016/03/07/each-day-should-be-a-story-worthy-day/

Cunningham, K. (2016, March 8). Investing in stories. Stenhouse Publishers Blog. Retrieved from http://blog.stenhouse.com/archives/2016/03/08/investing-in- stories/

Cunningham, K. (2013, October 15). Teaching students to see themselves as readers. Retrieved from http://blog.leeandlow.com/2013/10/15/teaching-students-to-see-themselves-as-readers/.

Cunningham, K. (2013, June 24). Close reading + Visual literacy= Pathways for understanding. Retrieved from http://blog.leeandlow.com/2013/06/24/close- reading-visual-literacypathways-for-understanding/

Cunningham, K. (2013, June 6). Using children’s books to teach about love and belonging. Retrieved from http://blog.leeandlow.com/2013/06/03/using-childrens-books-to-teach-about-love-and-belonging/.

Cunningham, K. (2013, April 22). Reading biographies to reflect on core principles and create belonging. Retrieved from http://blog.leeandlow.com/2013/04/22/just-who-will-you-be-reading-biographies-to-reflect-on-core-principles-and-create-belonging-2/

Cunningham, K. (2013, February 4). What does this book have to do with me?: Why mirror and window books are important for all readers. Retrieved from http://blog.leeandlow.com/2013/02/04/what-does-this-book-have-to-do-with-me-why-mirror-and-window-books-are-important-for-all-readers/

Cunningham, K. (2013, Jan. 7). What’s in your classroom library? Rethinking common core recommended texts. Retrieved from http://blog.leeandlow.com/2013/01/07/whats-in-your-classroom-library-rethinking-common-core-recommended-texts/

Cunningham, K. (2012, Dec. 19). Turning to story after the Sandy Hook shooting.Retrieved from http://blog.leeandlow.com/2012/12/19/turning-to-story-after-the-sandy-hook-shooting/

McGrath, B. (2018). “Love Them or Hate Them, Classroom Libraries Can Provide Partnership Opportunities”. School Library Journal. Available at https://www.slj.com/?detailStory=love-them-or-hate-them-classroom-libraries-can-provide-partnership-opportunities

Low, J. (2013, June 17). Why hasn’t the number of multicultural children’s books increased in eighteen years? Retrieved from http://blog.leeandlow.com/2013/06/17/why-hasnt-the-number-of-multicultural-books-increased-in-eighteen-years/

© 2023 Katie Egan Cunningham