Publications

Selected Publications by Content and Year

On this page:

Video Reflection & Study in Teacher Education/Professional Development

McVee, M. B., Orlieb, E. T., Reichenberg, J., & Pearson, P. D. (2019).   The Gradual Release of Responsibility model in literacy research and practice. Bingley, UK: Emerald Publishing Group.

McVee, M. B., Shanahan, L. E., Hayden, H. E., Boyd, F. B., & Pearson, P. D. (2018). Video pedagogy in action: Critical reflective inquiry using the Gradual Release of Responsibility Model. New York: Routledge.

Ortlieb, E., Shanahan, L. E., & McVee, M. B. (Eds.). (2015). Video research in disciplinary literacies. Bingley, UK: Emerald Group Publishing.

Ortlieb, E., McVee, M. B., & Shanahan, L. E. (Eds.). (2015). Video reflection in literacy teacher education and development: Lessons from research and practice. Bingley, UK: Emerald Group Publishing.

Shanahan, L. E., McVee, M. B., Schiller, J. A., Tynan, E. A., D’Abate, R. L., Flury-Kashmanian, C. M., Rinker, T. W., Ebert, A. A., & Hayden, H. E. (2013). Learning to support struggling readers and literacy clinicians through reflective video pedagogy. In E. Ortlieb & E. Cheek, Jr. (Eds.), Literacy research, practice, and evaluation (pp. 303-323). Corpus Christi: Emerald Press.

Multimodality, Social Semiotics & New Literacies

McVee, M. B., Haq, K. S., Barrett, N., Silvestri, K. N., & Shanahan, L. E. (2019). The positioning theory diamond as analytic tool to examine multimodal social interaction in an engineering club. Papers on Social Representation, 28(1), 7.1-7.23  http://psr.iscte-iul.pt/index.php/PSR/article/view/495/425. Retrieved from

McVee, M. B., Gavelek, J., & Shanahan, L. E. (2017). Beyond multimodality and toward embodiment in multiliteracies: What literacy scholars can learn from embodied cognition. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times (pp. 148-161). New York: Teachers College Press.

McVee, M. B. & Carse, C. (2016). A multimodal analysis of storyline in the ‘Chinese Professor political advertisement:  Narrative construction and positioning in economic hard times. Visual Communication 15(4), 403-427.

Shanahan, L. E., McVee, M. B., & Bailey, N. M. (2014). Multimodality in action: New literacies as more than activity in the middle and high school classrooms. In R. E. Ferdig, & K. E. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: IGI Publishing.

Miller, S. M. & McVee, M. B. (Eds.) (2012). Literacy, technology, and pedagogical practice: Multimodal composing in a digital world. New York: Routledge.

McVee, M.B., Bailey, N.M., & Shanahan, L.E. (2008). Using digital media to interpret poetry: Spiderman meets Walt Whitman. Research in Teaching of English, 43(2), 112-143.

Social Justice, Race, & Culture in Literacy Education

Roof, L., & McVee, M. B. (2020). The experiences of refugee youth from Burma in an American high school: Countering deficit-based narratives through student voice. New York: Routledge.

Cun, A., McVee, M. B., *Vasquez, C. (2019). “I need child care!”: Using funds of knowledge, addressing challenges, and developing literacies with a classroom community of adult ESL learners. Literacy Research: Theory, Method, and Practice 68 (1), pp. 334–354.

Nyachae, T. M., McVee, M. B., Boyd, F. B. (2019). Gradually releasing responsibility in justice-centered teaching: Educators reflecting on a social justice literacy workshop on police brutality. In McVee, M. B., Ortlieb, E. T., Reichenberg, J., & Pearson, P. D. (2019).   The Gradual Release of Responsibility model in literacy research and practice  (pp.103-118).  Bingley, UK: Emerald Publishing Group.

McVee, M. B., Brock, C. H., & Pennington, J. L. (2019). Repositioning resistance: Studying the in-service and pre-service teachers we don’t reach and teach in our literacy and diversity courses Pedagogies: An International Journal, 14(3), 241-259.

McVee, M. B., & Boyd, F. B. (2016). Exploring diversity through multimodality, narrative, and dialogue: A framework for teacher reflection. New York: Routledge.

McVee, M. B., & Zhang, Z. C. M. (2016). Of cowboys and communists: A phenomenological narrative case study of a biracial Chinese-White adolescent. In W. Ma & G. Li (Eds.), Beyond test scores: Understanding the hearts and minds of Chinese-heritage students in North American Schools (pp. 180-194). New York: Routledge.

McVee, M. B. (2014). "Some are way left, like this guy, Gloria Ladson Billings": Resistance, conflict, and perspective taking in teachers' discussions of multicultural education. Peace and Conflict: Journal of Peace Psychology, 20(4), 536-551. doi:dx.doi.org/10.1037/pac0000067

McVee, M. B. (2014). The challenge of more light, the complexity of culture: Lessons learned in exploring the cultural positioning with inservice and preservice teachers. Discourse: Studies in the Cultural Politics of Education.

McVee, M. B., Brock, C., Glazier, J. A. (Eds.) (2011). Sociocultural positioning in literacy research: Exploring discourse, culture, narrative, and power. Cresskill, NJ: Hampton Press.

McVee, M. B. (2005). Revisiting the Black Jesus: Evaluating a narrative through multiple retellings. Narrative Inquiry, 15(1), 161-195.

McVee, M. B. (2004). Narrative and the exploration of culture in teachers’ discussions of literacy, identity, self and other. Teaching and Teacher Education, 20 (8), 881-899.

McVee, M.B., Baldassarre, M., & Bailey, N. (2004). Positioning theory as lens to explore teachers’ beliefs about literacy and culture. C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, & D. L. Schallert (Eds.). 53rd National Reading Conference Yearbook (pp. 281-295). Oak Creek, WI: National Reading Conference.

Engineering and Elementary Disciplinary Literacies

Silvestri, K., Jordan, M., Paugh, P., McVee, M. B., Schallert, D. (2021). Intersecting engineering and literacies: A review of the literature on communicative literacies in K-12 engineering education. Journal of Pre-College Engineering Education Research

Silvestri, K. N., McVee, M. B., Jarmark, C. J., Shanahan, L. E., Pytlak-Surdyke, M., & Kenneth English. (2019). Teacher identity in an after-school Engineering Club: Navigating border crossing in an unfamiliar community of practice. The Elementary School Journal, 120(1), 1-31. doi:https://doi.org/10.1086/704542

McVee, M. B., Haq, K. S., Barrett, N., Silvestri, K. N., & Shanahan, L. E. (2019). The positioning theory diamond as analytic tool to examine multimodal social interaction in an engineering club. Papers on Social Representation, 28(1), 7.1-7.23  http://psr.iscte-iul.pt/index.php/PSR/article/view/495/425.

McVee, M. B., Shanahan, L. E.,  & English, K. (Eds.). (2017). Disciplinary Literacies and Engineering [Themed Issue]. Theory into Practice 56(4).

McVee, M. B., Silvestri, K., Shanahan, L.E., & English, K. . (2017). Productive Communication in an Engineering afterschool club with girls who are English Language Learners. Theory Into Practice, 56(4), 246-254.

Shanahan, L. E., McVee, M. B., Silvestri, K. N., Haq, K. (2016). Disciplinary Literacies in an engineering club: Exploring Productive Communication and the engineering design process. Literacy Research: Theory Method and Practice, 65(1), 404–420.

Positioning Theory

McVee, M. B., Silvestri, K. N., Schucker, K. A., & Cun, A. (2021). Positioning Theory, embodiment, and the moral orders of objects in social dynamics: How Positioning Theory has neglected the body and artifactual knowing. Special Issue in honor of Rom Harré, Journal for the Theory of Social Behaviour.

McVee, M. B., Silvestri, K. N., Barrett, N., Haq, K. (2019). Positioning Theory.  In D. Alvermann, N. Unrau, & M. Sailors (Eds.). Theoretical Processes and Models of Literacy (7th ed. pp. 381-400). New York: Routledge.

McVee, M. B., Haq, K. S., Barrett, N., Silvestri, K. N., Shanahan, L. E. (2019). The Positioning Theory Diamond as analytic tool to examine multimodal social interaction in an engineering club. Papers on Social Representations, 28(1), 7.1-7.23  http://psr.iscte-iul.pt/index.php/PSR/issue/view/40?fbclid=IwAR1o0E4oy4rHs4_-97ML55brb9Co3UOheh-cNaHc9syAJWUgHOVzXEIn-4Y

McVee, M. B., Brock, C. H., & Pennington, J. L. (2019). Repositioning resistance: Studying the in-service and pre-service teachers we don’t reach and teach in our literacy and diversity courses Pedagogies: An International Journal, 14(3), 241-259.10.1080/1554480X.2018.1537187.

McVee, M. B. & Carse, C. (2016). A multimodal analysis of storyline in the ‘Chinese Professor political advertisement:  Narrative construction and positioning in economic hard times. Visual Communication 15(4), 403-427.

McVee, M. B. (2013). Interracial friendship and enmity between teachers and students: Lessons of urban schooling from a ‘cracker girl’. In R. Harré & F. M. Moghaddam (Eds.), The psychology of friendship and enmity: Relationships in love, work, politics, and war. (Vol. 2. Group and intergroup understanding). Santa Barbara, CA: Praeger.

McVee, M. B., Brock, C., Glazier, J. A. (Eds.) (2011).  Sociocultural positionings in literacy research:  Exploring discourse, culture, narrative, and power.  Cresskill, NJ: Hampton Press.

The Role of Reading Clinics, Coaches & Clinicians

Reichenberg, J. S., & McVee, M. B. (2019). 'When your lesson is bombing': The mediation of perplexity in the development of a reflective stance toward teaching. Teaching and Teacher Education, 80, 241-254.

D’abate, R. L., McVee, M. B., Rinker, T. W., & Schiller, J. A. (2018). Tutoring in a literacy center: An exploration of a struggling learner’s missed opportunities for substantial contributions. Mentoring & Tutoring: Partnership in Learning 26(5), 585-605. doi:10.1080/13611267.2018.1561023

Kibby, M. W., & Dechert, D. A. (2006). Lessons from the reading clinic. In A. McKeoug, L. Phillips, V. Timmons, & J. Lupart (Eds.), Understanding literacy development: A global view (pp.199-219). Newark, NJ: Erlbaum.