Selected Publications by Content and Year
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.
Shanahan, L. E., & Tochelli, A. L. (2012). Video study group: A context to cultivate professional relationships. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.). 61st Literacy Research Association Conference Yearbook (pp. 196-211). Oak Creek, WI: Literacy Research Association.
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.
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.
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.
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
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.
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.
Kibby, M. W., & Scott, L. (2002). Using computer simulations to teach decision-making in reading diagnostic assessment for re-mediation. Reading Online, 6 (3).
Kibby, M. W., & Barr, R. (1999). The education of reading clinicians. In P. Mosenthal & D.H. Evenson (Eds.), Advances in reading/language arts, volume 6: Future directions for university reading clinics (pp. 3-40). JAI Press.
Kibby, M. W. (1995). Practical steps for informing literacy instruction: A diagnostic decision-making model. Newark, DE: International Reading Association.
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., 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.
Pontrello, Camille Marie (2011). From clinic to classroom: A case study of a literacy specialist examining teacher learning and instructional decision making. Ph.D. dissertation, State University of New York at Buffalo, United States.
Collett, Vicki S. (2011). The gradual increase of responsibility: Scaffolds for Change. Ph.D. dissertation, State University of New York at Buffalo, United States.
Dechert, Debra (2008). Creating a “new pedagogy” for reflection in reading education. Ph.D. dissertation, State University of New York at Buffalo, United States — New York. Retrieved August 29, 2011, from Dissertations & Theses @ SUNY Buffalo.(Publication No. AAT 3291559).
Ciminelli, M. (October 2011). Yes You Can!: Writing your dissertation. Presented at CLaRI: SUNY Buffalo, Amherst, New York.
Schiller, J. (June 2011). Thinking about workflow in nVivo 9. Presented at CLaRI: SUNY Buffalo, Amherst, New York.
Schiller, J. (June 2011). Cross-Case Video Analysis with nVivo9. Presented at CLaRI: SUNY Buffalo, Amherst, New York.
Schiller, J. (September 2010). Using iTunes U as a video refection tool in a teacher education program. Presented at CLaRI: SUNY Buffalo, Amherst, New York.