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- Mary Gomez
University of Wisconsin–Madison
E-mail Author
MARY LOUISE GOMEZ is professor of literacy studies and teacher education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison, where she researches how prospective and practicing teachers learn to be responsive to the strengths and needs of their students. Recent publications include “Textual Tactics of Identification” in Anthropology and Education Quarterly (2004) with coauthors J. C. Stone and N. Hobbel; and “Conversations on Teaching Reading: From the Point of View of Point of View” in English Education (2004) with coauthors J. C. Stone and J. Kroeger.
- Rebecca Black
University of California, Irvine
E-mail Author
REBECCA W. BLACK is an assistant professor at the University of California—Irvine where she researches the literacy and social practices of English language learners in online environments and the intersections between formal and informal learning spaces. Recent publications include “Access and Affiliation: The Literacy and Composition Practices of English Language Learners in an Online Fanfiction Community” in the Journal of Adolescent and Adult Literacy (2005); and “Online Fanfiction: What Technology and Popular Culture Can Teach Us About Writing and Literacy Instruction” in New Horizons for Learning Online Journal (2005).
- Anna-Ruth Allen
University of Rochester
E-mail Author
ANNA-RUTH ALLEN is assistant professor of literacy studies at the Margaret Warner Graduate School of Education and Human Development at the University of Rochester. Her research focuses on how youth construct identities for themselves through language and literacy practices in and out of schools. She is coauthor of “Language, Class, and Identity: Teenagers Fashioning Themselves Through Language” in Linguistics and Education (2001), and “Cultural Models of Care in Teaching” in Teaching and Teacher Education (2004).
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