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., & 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.
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 Practices, 13(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 partnerships, vol. 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 Arts, 97(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 Arts, 97(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 Arts, 96(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 Arts, 96(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 Arts, 95(6), 394-401.
Enriquez, G., Cappiello, M.A., Cunningham, K.E., Dawes, E. (2018). Children’s literature reviews. Changes in children’s literature. Language Arts, 95(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 Arts, 95(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 Arts. 95(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 Arts. 94(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 Arts, 94(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 Arts, 94 (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