Our Current Projects 

We are looking forward to sharing our upcoming projects that focused on disciplinary literacy.

New Publications Coming Out Summer 2022

Our Most Recent Publications

Publications

 Authored Books
  • Haas, L., Tussey, J., & Metzger, M. (2022). Disciplinary literacy and gamified learning in middle school classrooms: Questing through time and space. Switzerland: Springer International Publishing.
  • Haas, L., Metzger, M., & Tussey, J. (2021). Disciplinary literacy and gamified learning in elementary classrooms: Questing through time and space. Switzerland: Springer International Publishing.
Edited Books
  • Haas, L., & Tussey, J. (Eds.) (in progress, 2022). Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning. IGI Global.
  • Tussey, J., & Haas, L. (Eds.). (2022). Poverty impacts on literacy education. IGI Global.
  • Tussey, J., & Haas, L. (Eds.). (2021). Supporting social and emotional development through literacy education. IGI Global.
  • Haas, L., & Tussey, J. (Eds.). (2021). Connecting disciplinary literacy and digital storytelling in K-12 education. IGI Global.
  • Haas, L., & Tussey, J. (Eds.). (2021). Disciplinary literacy connections to popular culture in K-12 setting. IGI Global.
Refereed Book Chapters
  • Haas, L., & Tussey, J. (2022). Equity and engagement through digital storytelling and game-based learning. In I. Management Association (Ed.), Research Anthology on Developments in Gamification and Game-Based Learning (1451-1472). IGI Global. http://doi:10.4018/978-1-6684-3710-0.ch070. 
  • Tussey, J., & Haas, L. (2022). Supporting students impacted by poverty through literacy methods, resources, and strategies. In J. Tussey & L. Haas (Eds.), Poverty Impacts on Literacy Education (235-251). IGI Global.
  • Clark, A., Van Dyke, M. K., Tussey, J. T., & Haas, L. (2022). Poverty effects on oral language development: Birth to third grade. In J. Tussey & L. Haas (Eds.), Poverty Impacts on Literacy Education (1-22). IGI Global.
  • Clark, A., Van Dyke, M. K., Tussey, J. T., & Haas, L. (2021). Literacy as support for social-emotional and academic growth. In. J. Tussey & L. Haas (Eds.), Supporting social and emotional development through literacy education (406-430). IGI Global.
  • Haas, L., & Tussey, J. (2021). Equity and engagement through digital storytelling and game-based learning. In L. Haas & J. Tussey (Eds.). Connecting disciplinary literacy to digital storytelling in K-12 education (257-277). IGI Global.
  • Tussey, J., Haas, L., & Garling, B. (2020). Bye-bye basal: Multimodal texts in the classroom. In P. M. Sullivan, J. L. Lantz, & B. A. Sullivan (Eds.), Handbook of research on integrating digital technology with literacy Ppdagogies (192-211). IGI Global.
  • Robnolt, V. J., Rhodes, J. A., Vasinda, S., & Haas, L. (2017). The use of e-portfolios in teacher education programs to support reflective practitioners in a digital world. In D. Loveless, P. Sullivan, K. Dredger, & J. Burns (Eds.), Deconstructing the educational-industrial complex in the digital age (104-115). IGI Global.
Refereed Publicatons
Student Collaborators*​
  • Tussey, J., Clark, A., & Haas, L. (2022). Behavior Supports for School and Home through Literacy Practices Based on Social-Emotional Learning. The Delta Kappa Gamma Bulletin International: Journal for Professional Educators, 88(3), 57–61.
  • Haas, L., & Tussey, J. T. (2021). Fanfiction as a support for writing engagement and development. The Oklahoma Reader, 57(1). 35-40.
  • Haas, L., & Tussey, J. (2021). Questing with Dr. Seuss. The Delta Kappa Gamma Collegial Exchange, 87(4). 30-37.
  • Haas, L., Vasinda, S., McLeod, J., & Tussey, J. (2021). Expanding family literacy through video game playographies. Journal of Literacy and Technology, 22(1), 2-21.
  • Appleby, R.*, Mouw, R.*, Roland, S.*, Haas, L., & Tussey, J. (2020). Observing with a purpose: Place-based learning, journaling, and discussion. Language Experience Forum Journal, 50(1), 1-17.
  • Boeset, B.*, Katzenstein, J.*, Mandernach, K.*, Tussey, J., & Haas, L. (2020). Creating language experiences through traditions. Language Experience Forum Journal, 50(1), 18-27.
  • Tussey, J. T., & Haas, L. (2020). Supporting social-emotional learning with text sets in the elementary classroom. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 86(5), 30-36.
  • Vasinda, S., Haas, L., Schroeder, L.*, & Goode, K.* (2019). Trending topics of the Association of Literacy Educators and Researchers’ Annual Conference Yearbook: A content analysis and comparison for 2008-2017. In B. J. McClanahan, P. S. Lisenbee, W. M. Linek, & E. Jampole (Eds.), Association of Literacy Educators and Researchers Ten-Year Retrospective (80-119).
  • Haas, L., & Gierstorf, M*. (2019). Mary Roe: Teacher, leader, advocate. In B. J. McClanahan, P. S. Lisenbee, W. M. Linek, & E. Jampole (Eds.), Association of Literacy Educators and Researchers Ten-Year Retrospective (156-159).
  • Tussey, J., & Haas, L. (2019). Master course design: Equitable education opportunities for preservice literacy educators. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society (183-192). Association of Literacy Educators and Researchers.
  • Haas, L., & Mills, S. (2019). Exposure, experience, & empathy: Rural education, preservice teachers, & English language learner support. Language Experience Forum Journal 49(1), 1-17.
  • Denholm, J.*, Rohner, N.*, Voortmann, K.*, O'Bannon, A.*, & Haas, L. (2018). Connecting sports and the language experience approach. Language Experience Forum Journal, 48(1), 13-23.
  • Gleaves, G.*, Tjaden, M.*, Tyykila, K.*, O'Bannon, A.*, & Haas, L. (2018). Creating language experiences through field trips. Language Experience Forum Journal 48(1), 1-12.
  • McLeod, J. K., Dondlinger, M. J., Vasinda, S., & Haas, L. (2013). Digital play: Mathematical simulations transforming curiosity into play. International Journal of Gaming and Computer-Mediated Simulations, 5(2), 34-59.
  • Williams, S., Haas, L., & Szabo, S. (2013). Teacher inquiry projects for preservice teachers. In S. Szabo, L. Haas, L. Martin, & T. Morrison, (Eds.), Literacy is Transformative (241-254). Commerce, TX: Association of Literacy Educators and Researchers. 
  • Linek, W. M., Sampson, M. B., Haas, L., Nylan, M., Moore, L., & Sadler, D. (2012). The impact of teacher preparation: A study of alternative certification and traditionally prepared teachers in their first year of teaching. Issues in Teacher Education, 21(2), 67-82.
  • Glaeser, S., Haas, L., & Szabo, S. (2012). A colorful field of learners: Visualizing the beauty of diverse learners in a classroom community. National Forum of Teacher Education Journal, 22(3). 
  • Williams, S., Boggs, M., Haas, L., & Szabo, S. (2012). Preservice teachers’ knowledge and use of web 2.0 tools. Language Experience Forum Journal, 42(1), 18-24.
  • Haas, L., Linek, W. M., & Manning, C. (2012). Metacognition and social constructivism in the United States: Teachers’ perceptions, beliefs, and attitudes about English language learners. In A. Godenir and M. Vanesse-Hannecart (Eds.), Literacy and Diversity (157-162). Mons, Belgium: BELFRA.
  • Haas, L., Linek, W. M., Manning, C., & Williams, S. (2011). Video games: The motivational value for literacy in English language learners. In T. Morrison, M. Boggs, L. Martin & S. Szabo (Eds.), Literacy Promises (251-258) Commerce, TX: Association of Literacy Educators and Researchers. 
  • Linek, W. M., Haas, L., & Glaeser, S. (2011). Metacognition and social constructivism: Teachers’ perceptions, beliefs, and attitudes about English language learners in content areas. In T. Morrison, M. Boggs, L. Martin & S. Szabo (Eds.), Literacy Promises (131-150) Commerce, TX: Association of Literacy Educators and Researchers. 
  • Manning, C., Aliefendic, J., Chiarelli, M., Haas, L., & Williams, S. (2011). Inspirational impetuous: Lifelong learning. Journal of the Southeastern Regional Association of Teacher Educators, 21(1), 11-17.
Editorships
  • Szabo, S., Lee, D., Vasinda, S., & Haas, L. (Eds.). (2015). Texas Journal of Literacy Education, 3(1).
  • Vasinda, S., Szabo, S., Haas, L., & Lee, D. (Eds.). (2014). Texas Journal of Literacy Education, 2(2).
  • Haas, L., Lee, D., Szabo, S., & Vasinda, S. (Eds.). (2014). Texas Journal of Literacy Education, 1(2).
  • Szabo, S., Haas, L., & Vasinda, S. (Eds.). (2014). Exploring the world of literacy. Commerce, TX: Association of Literacy Educators and Researchers.
  • Haas, L., Lee, D., Szabo, S., & Vasinda, S. (Eds.). (2013). Texas Journal of Literacy Education, 1(1).
  • Szabo, S., Martin, L., Morrison, T., Haas, L., & Garza-Garcia, L. (Eds.). (2013). Literacy is transformative. Commerce, TX: Association of Literacy Educators and Researchers. 
  • Haas, L. (Ed.). (2013, Spring). Texas Association for Literacy Education Newsletter, 2(3). 
  • Haas, L. (Ed.). (2012, Fall). Texas Association for Literacy Education Newsletter, 2(2). 
  • Haas, L. (Ed.). (2012, Summer). Texas Association for Literacy Education Newsletter, 2(1). 
Guest Blog Posts/Podcasts
  • Haas, L., & Tussey, J. (2022, April 21). Elementary Literacy Centers. World Literacy Foundation. https://worldliteracyfoundation.org/elementary-literacy-centers/
  • Haas, L., & Tussey, J. (2022, March 29). Games to support engaged literacy learning. World Literacy Foundation. https://worldliteracyfoundation.org/games-to-engage-literacy-learning/
  • Burkie, C. (Host). (2021, October 29). Student engagement through popular culture and digital literacy. In Beyond Words. World Literacy Summit. https://www.worldliteracysummit.org/literacy-podcast
  • Tussey, J., & Haas, L. (2021, September 7). Girl power through literacy. World Literacy Summit. https://www.worldliteracysummit.org/girl-power-through-literacy/
  • ​Tussey, J., & Haas, L. (2021, June 4). Fluency and goal setting for elementary students. World Literacy Summit. https://www.worldliteracysummit.org/fluency-and-goal-setting/
  • Haas, L., & Tussey, J. (2021, March 4). Enhancing language experience through digital literacy and popular culture. World Literacy Summit. https://www.worldliteracysummit.org/enhancing-language-experience-through-digital-literacy-and-popular-culture/
  • ​Tussey, J., & Haas, L. (2021, February 4). Combining social-emotional learning and literacy in early childhood classrooms. World Literacy Summit. https://www.worldliteracysummit.org/social-emotional-learning-and-literacy-in-early-childhood-classrooms/
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