PCOM 3133

Education

PhD (University of Alberta, literacy education)

Selected Publications


BOOKS

Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge. [Routledge Research in Literacy Series] https://www.routledge.com/products/9780415859790

Sanford, K., Rogers, T., & Kendrick, M. (2014). (Eds.). Youth literacies in new times: Everywhere, everyday. Springer. [Cultural Studies and Transdisciplinarity in Education Book Series]

Anderson, J., Kendrick, M., Rogers, T., & Smythe, S. (Eds.). (2005). Portraits of literacy across families, communities, and schools: Intersections and tensions. Mahwah, New Jersey: Lawrence Erlbaum Associates. 398 pages.

Kendrick, M. (2003). Converging worlds: Play, literacy, and culture in early childhood. New York, NY: Peter Lang. 203 pages.

SELECTED JOURNAL ARTICLES AND CHAPTERS

Kendrick, M. (to appear, 2016). Cross-cultural research. In K. Peppler, The SAGE Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage.

Collier, D., & Kendrick, M. (2016). “I wish I was a lion puppy”: A multimodal view of writing process assessment. Pedagogies: An International Journal.

Kendrick, M. (2015). The affordances and challenges of visual methodologies in literacy studies. In J. Rowsell & K. Pahl, The Routledge Handbook of Literacy Studies (pp. 619-633). New York, NY: Routledge.

Early, M., Kendrick, M., & Potts, D. (2015). Multimodality: Out from Margins of English Language Teaching, TESOL Quarterly, 49(3), 447-460 (guest editors).

Namazzi, E., & Kendrick, M. (2014). The use of multilingual cultural resources in child-headed households in Uganda. Journal of Multilingual and Multicultural Development, 35(7), 724-737 [special issue].

Kendrick, M., Early, M., & Chemjor, W. (2014). Youth Literacies in Kenya and Canada: Lessons Learned from a Global Learning Network Project. In K. Sanford, T. Rogers, & M. Kendrick. Everywhere, Everyday: Youth Literacies in New Times. Springer Publishers.

Kendrick, M., & Rowsell, J. (2013). The visual turn: Transitioning into visual approaches to literacy education. In Susan Elliot-Johns & Daniel Jarvis (Eds.), Perspectives on Transitions in Schooling and Instructional Practice (pp. 320-346). Toronto, ON: University of Toronto Press. (26 ms. pages).

Abiria, D., Early, M., & Kendrick, M. (2013). Plurilingual pedagogical practices in a policy constrained context: A rural Ugandan case study. TESOL Quarterly, 47(3), 567-590 [special issue].

Andema, S., Kendrick, M., & Norton, B. (2013). Digital literacy in Ugandan teacher education: Insights from a case study. Reading & Writing, 4(1), 8 pages.

Kendrick, M., Early, M., & Chemjor, W. (2013). Integrated Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club. Research in the Teaching of English. (Special issue on writing in international contexts), 47(4), 391-419. [article received the NCTE 2013 Alan C. Purves Award]

Rowsell, J., & Kendrick, M. (2013). Boys’ Hidden Literacies: The Critical Need for the Visual. Journal of Adolescent and Adult Literacy, 56(7), 587-599.

Kendrick, M., Rowsell, J., & Collier, D. (2013). Guest Editors, special issue. New literacies in Canadian classrooms: Introduction. Language & Literacy, 15(1).

Kendrick, M., & Kakuru, D. (2012). Funds of Knowledge in Child-Headed Households: A Ugandan Case Study. Childhood: A Journal of Global Child Research, 19(3), 397-413. [Special issue: Children’s Interethnic Relations: Beyond Institutional Contexts].

Kendrick, M., Chemjor, W., & Early, M. (2012). ICTs as placed resources in a rural Kenyan secondary school journalism club. Language & Education26(4), 297-313.

Kendrick, M. (2011). Playing house: A sideways glance at literacy and identity in early childhood. In K. Pahl & J. Rowsell (Eds.), Major Works in Early Childhood Literacy (pp. 47-69). Sage: Thousand Oaks, CA. [reprint]

Kendrick, M., & McKay, R. (2011). Drawings as an alternative way of understanding young children’s constructions of literacy. In K. Pahl & J. Rowsell (Eds.), Major Works in Early Childhood Literacy (pp. 261-283). Sage: Thousand Oaks, CA. [reprint]

Mutonyi, H., & Kendrick, M. (2011). Cartoon Drawing as a Means of Accessing What Students Know About HIV/AIDS: An Alternative Method.Visual Communication Journal, 10(2), 231-249.

Kendrick, M., Rogers, T., Toohey, K., Marshall, E., Mutonyi, H., Hauge, C., Siegel, M., & Rowsell, J. (2010). Experiments in visual analysis: (Re)positionings of children and youth in relation to larger sociocultural issues. In R. T. Jiménez, V. J. Risko, D. Wells Rowe, & M. K. Hundley(Eds.). 59th National Reading Conference Yearbook (pp. 395-408). National Reading Conference.

Mutonyi, H., & Kendrick, M. (2010). Ugandan students' visual representations of health literacies: A focus on HIV/AIDS knowledge. In C. Higgins & B. Norton (Eds.), Language and HIV/AIDS (pp. 38-62). Clevedon, UK: Multilingual Matters.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B., (2010). Using Drawing, Photography, and Drama to Enhance English Language Learning in Uganda. In M. Dantas-Whitney & S. Rilling (Eds.), Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners (pp.181-197). TESOL: Alexandria, VA.

Andema, S; Kendrick, M & Norton, B. (2010). ICT, cultural knowledge, and teacher education in Africa. In F. Sudweeks, H. Hrachover & C. Ess (Eds). Proceedings of the 7th International Conference on Cultural Attitudes Towards Technology and Communication 2010 (pp. 450-457). Murdoch University: Mudoch, Australia.

Kendrick, M., McKay, R., & Mutonyi, H. (2009). Making the invisible visible: Assessing the visual as spaces of learning. In A. Burke & R. Hammett (Eds.), Assessing New Literacies (pp. 55-75). New York, NY: Peter Lang.

Kendrick, M., & McKay, R. (2009). Researching literacy with young children's drawings. In M. Narey (Ed.), Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (pp. 53-70). New York, NY: Springer.

Kendrick, M. (2009). Taking attendance and other rules of Kindergarten: A child's perception of school literacy. In L. Iannanni & P. Whitty (Eds.), Early Childhood Curricula: Reconceptualist Perspectives (pp. 197-216). Calgary, AB: Detselig.

Mutonyi, H., & Kendrick, M. (2009). Ugandan students’ visual representation of HIV/AIDS knowledge. In C. Higgins & B. Norton (Eds.), Applied Linguistics in the Field: Local Knowledge and HIV/AIDS: Vol. Critical Language and Literacy Studies (pp. 38-62). Clevedon, UK: Multilingual Matters.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2009). Using drawing, photography, and drama to enhance students' English language learning in Uganda. In M. Dantas-Whitney & S. Rilling (Eds.), Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners (pp. 181-197). Alexandria, VA: TESOL.

Kendrick, M., & Jones, S. (2008). Girls' visual representations of literacy in a rural Ugandan community. Canadian Journal of Education, 31, 371-402.

Hayden, R., & Kendrick, M. (2008). Understanding emergent literacy. Foundational training in family literacy: Practitioners’ guide. 2nd Ed. National Literacy Secretariat and Centre for Family Literacy Publication.

Reeder, K., Shapiro, J., Early, M., Kendrick, M., & Wakefield, J. (2008). Listening to Diverse Learners: The Effectiveness and Appropriateness of a Computer-based Reading Tutor for Young Canadian Language Learners. Handbook of Research on Computer-Enhanced Language Acquisition and Learning. Hershey, PA: IGI.

Kendrick, M., & Mutonyi, H. (2007). Meeting the Challenge of Health Literacy in Rural Uganda: The Critical Role of Women and Local Modes of Communication. Diaspora, Indigenous, and Minority Education, 265-283.

Kendrick, M., & Hissani, H. (2007). Letters, literate identities, and imagined communities: Perspectives from rural Ugandan women. Journal of Literacy Research, 39(2), 195-216.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodal Pedagogies in English Language Learning in Rural Uganda. English Studies in Africa, 95-114.

Kendrick, M. (2005). Let’s play teacher: A child’s perceptions of school literacy. Scientia Paedagogica Experimentalis, XLI(2), 175-190.

Kendrick, M. (2005). Playing house: A sideways glance at literacy and identity in early childhood. Journal of Early Childhood Literacy, 5(1), 5-28.

Kendrick, M., McKay, R., & Moffatt, L. (2005). The performance of self in children's drawings of home, school and community literacies. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities, and schools: Intersections and tensions (pp. 185-204). New Jersey: Lawrence Erlbaum.

Kendrick, M., Rogers, T., Smythe, S., & Anderson, J. (2005). Portraits of literacy: An introduction. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities, and schools: Intersections and tensions (pp. 1-17). New Jersey: Lawrence Erlbaum.

Reeder, K., Shapiro, J., Early, M., Kendrick, M., & Wakefield, J. (2005). The role of L1 in young multilingual readers' success with a computer-based reading tutor. Conference Proceedings: Fifth International Seminar on Bilingualism (ISB5). Barcelona, Spain.

Kendrick, M., & McKay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109 - 128.

Kendrick, M., & McKay, R. (2004). Uncovering literacy narratives through children’s drawings: An illustrative example. Canadian Journal of Education, 27(1), 45-60.

Kendrick, M., & McKay, R. (2003). Revisiting children’s images of literacy. Language and literacy, 5(1), 1 - 17.http://educ.queensu.ca/~landl/index.htm.

Kendrick, M., Anderson, J., Smythe, S., & McKay, R. (2003). What images of family literacy reveal about family literacy practices and family literacy programs. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), National Reading Conference Yearbook: Vol. 52 (pp. 245-271). Oak Creek, Wisconsin: National Reading Conference, Inc.

Goelman, H., Anderson, C.J., Anderson, J., Gouzouasis, P., Kendrick, M., Kindler, A., Porath, M., & Koh, J. (2003). Early childhood education. In W.M. Reynolds & G.E. Miller (Eds.), Comprehensive handbook of psychology: Vol. 7. Educational Psychology (pp. 285-331). New York: John Wiley & Sons.

Hayden, R., & Kendrick, M. (2002). Understanding emergent literacy. Foundational training in family literacy: Trainers' guide. National Literacy Secretariat and Centre for Family Literacy Publication.

McKay, R., & Kendrick, M. (2001). Images of literacy: Young children’s drawings about reading and writing. Canadian Journal of Research in Early Childhood Education, 8(4), 7-22.

McKay, R., & Kendrick, M. (2001). Children draw their images of reading and writing. Language Arts, 78(6), 529-533.

Parrila R.K., Das, J.P., Kendrick, M.E., Papapoulos, T.C., & Kirby, J. (2000). Efficacy of cognitive reading remediation program for at-risk children in grade 1. Journal of Cognitive Education and Psychology, 1(2), 114-139.

Projects

Literacy, multimodality and imagined communities: Connecting English language learners through global learning networks

SSHRC SRG, PI with Co-Investigators Margaret Early and Bonny Norton.

21st Century Literacies: Multiliteracies Reconsidered

UBC HSS Grant, Co-I with Margaret Early.

Teaching

2014-15, 2015-16

LLED 350 Classroom Discourses
LLED 351 Literacy Practices and Assessment
LLED 558 Literacy and Multimodality

Awards and Distinctions

Finalist, Edward Fry Book Award, National Reading Conference 2006
Graduate Studies and Research Scholarship, University of Alberta, 1997-2000
SSHRC Doctoral Research Fellowship, 1998-2000
Walter H. Johns Fellowship, University of Alberta, 1998-2000
Marie Meyer Research Award, 1998