Writing

Below are selected examples of Dr. Aguilera’s writing, including journal articles, book chapters, magazines, and open access resources.


Handbook of Research on Integrating Digital Technology with Literacy Pedagogies Cover

Seeing Beyond the Screen: A Multidimensional Framework for Understanding Digital-Age Literacies

This chapter outlines a multidimensional framework for theorizing digital-age literacies—one which considers the content, procedural, and contextual dimensions of literacy practices enacted through and around digital technologies. The authors then provide an overview of three empirical studies that illustrate the application of this framework to understand the integration of digital technologies and literacy pedagogies. The authors offer their experiences as classroom teachers, teacher-educators, learning scientists, and literacy specialists working to understand and support the literacy and language practices of learners in the 21st century. The goal of the chapter is to illustrate the value of shifting conversations about digital technologies away from notions of moral panic and techno-idealism, and instead toward a renewed focus on technology-mediated social practices that shape what it means to be and become literate in contemporary society. Co-authored with Olivia G. Stewart, Areej Mawasi, and Luis. E. Perez Cortez.

Handbook Chapter link: https://www.igi-global.com/chapter/seeing-beyond-the-screen/238420


LSLP Article age

Critical Digital Literacies

This “micro-paper,” completed in collaboration with the Literacies in Second Languages project, provides a brief definition and overview of the concept of “Critical Digital Literacies” (CDL). As we define it, CDL is a way to recognize how reading and writing are related to the historical, political, economic, and cultural circumstances of which we are a part of. Further, CDL positions all humans as readers and writers of the virtual and physical worlds we inhabit, with the potential to transform our societies through the ways that we engage with literacies. Co-authored with Jessica Zacher Pandya.

Article link: https://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/lslp-micro-paper-58-critical-digital-literacies.pdf


Pedagogies: An International Journal Cover

On disruption and integration: two views of digital media technologies in K-12 schools

In this review essay, I compare two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which educators and researchers might glean additional insights. Sims and Garcia both address efforts rooted in a growing area of work around integrating digital media technologies into K-12 schools, but present contrasting perspectives and differing notions of technological disruption and integration.

Article link: https://www.tandfonline.com/doi/full/10.1080/1554480X.2019.1565668


New Jersey English Journal Cover

Transforming Literacy Education for First-Generation College Students

How can English/Language Arts teachers approach our work with students in a way that is responsive to both their lived experiences and the broader social, political, and economic realities that they face? In this article, we address this question through the lens of our own experiences as co-instructors over three years of working with first-generation college students in New Jersey’s Educational Opportunity Fund (EOF) program. After sharing some of the background and context that guided our most recent course design, we overview some of the teaching approaches we engaged to support the transitional literacy practices of our students. Finally, we close with a few “lessons learned” that reflect the challenges, tensions, and affirmations we experienced as we worked with our students throughout the summer. Co-authored with Gerry Lopez.

Article link: Monclair State Digital Commons


More than Bits and Bytes: Digital Literacies On, Behind, and Beyond the Screen

Digital technologies have been consuming more of our students’ time and attention than ever before. As educators interested in supporting students’ digital literacies, how do we strike a balance to ensure that technology does not become the driving force of instruction? In this article, I describe three approaches to digital literacies that can help students think more deeply about the role that digital media technologies play in our lives.

Article link: viewer.zmags.com/publication/701a63a7


Expanding Analytical Perspectives on Childrens’ Picturebook Apps

The purpose of this article is to explore the affordances and constraints inherent in an examination of children’s picturebook apps through multiple analytical frameworks—in this case drawn from social semiotics, film analysis, and game studies. Co-authored with Dani Kachorsky, Elisabeth Gee, and Frank Serafini.

Article link: journals.sagepub.com/doi/10.1177/2381336916661516


Picturebooks 2.0: Transmedial Features Across Narrative Platforms

This article focuses on the varying levels of interactivity associated with reading and viewing four instantiations of a fictional narrative across analog and digital media. Co-authored with Frank Serafini and Dani Kachorsky.

Article link: https://eric.ed.gov/?id=EJ1079408


Picture Books in the Digital Age

The purpose of this column is to outline how different features of picture book apps can affect readers’ experiences. In addition, we would like to share some of the challenges and possibilities we have uncovered while working with these digitally based narratives. Co-authored with Frank Serafini and Dani Kachorsky.

Article link: onlinelibrary.wiley.com/doi/10.1002/trtr.1452/full


Want to write together? Reach out to me at eaguilera@mail.fresnostate.edu.