Dr. Low's Curriculum Vitae
Dr. Low's Google Scholar citations
Rodríguez-Astacio, R. M., & Low, D. E. (2023). Using superhero graphic novels to foreground transitions in our teaching
with upper elementary and middle grades readers. The Reading Teacher, 76(5), 640-645. https://doi.org/10.1002/trtr.2189
Low, D. E., & Pandya, J. Z. (2022). Centering children’s voices and purposes in multimodality
research. Journal of Literacy Research, 54(3), 322-345. https://doi.org/10.1177/1086296X221116862
Low, D. E., & Torres, F. L. (2022). Comics as literary compasses and telescopes: A pedagogical
essay in fragments.Study and Scrutiny: Research on Young Adult Literature, 4(2), 138-174. https://journals.shareok.org/studyandscrutiny/article/view/1127
Fellus, O. O., Low, D. E., Guzmán, L. D., Kasman, A., & Mason, R. T. (2022). Hidden figures, hidden messages:
The construction of mathematical identities with children’s picturebooks. For the Learning of Mathematics, 42(2), 2-8.
Low, D. E., Lyngfelt, A., Thomas, A. A., & Vasquez, V. M. (2022). Critical literacy and contemporary
literatures. In J. Z. Pandya, R. A. Mora, J. Alford, N. A. Golden, & R. S. de Roock
(Eds.), The critical literacies handbook (pp. 308-316). Routledge.
Low, D. E., Pandya, J. Z., & Kervin, L. K. (2021). Guest editorial: Theorising multimodality
through children and youths’ perceptions and experiences. English Teaching: Practice & Critique, 20(2), 125-129. https://doi.org/10.1108/ETPC-06-2021-192
Low, D. E., & Rapp. S. M. (2021). Youth identities and affinities on the move: Using a transliteracies
framework to critique digital dichotomies. Pedagogies: An International Journal, 16(2), 109-122. https://doi.org/10.1080/1554480X.2021.1914053
Dallacqua, A. K., & Low, D. E. (2021). Cupcakes and beefcakes: Students’ readings of gender in superhero texts.
Gender and Education, 33(1), 68-85. https://doi.org/10.1080/09540253.2019.1633460
Low, D. E., Monea, B., Stornaiuolo, A., Thomas, E. E., & Campano, G. (2020). Drawing out the
A in English Language Arts. Research in the Teaching of English, 55(2), 105-108. https://library.ncte.org/journals/rte/issues/v55-2/31019
Beucher, B., Low, D. E., & Smith, A. (2020). Memes and social messages: Teaching a critical literacies curriculum
on the Dakota Access Pipeline. International Journal of Multicultural Education, 22(3), 24-49. http://dx.doi.org/10.18251/ijme.v22i3.2235
Pandya, J. Z., & Low, D. E. (2020). Theorizing the addressive audience in children's digital video production. Written Communication, 37(1), 41-68. https://doi.org/10.1177/0741088319880509
Low, D. E., & Pandya, J. Z. (2019). Issues of validity, subjectivity, and reflexivity in multimodal
literacy research and analysis. Journal of Language and Literacy Education, 15(1), 1-22. http://jolle.coe.uga.edu/wp-content/uploads/2019/04/LowPandya_JoLLE2019.pdf
Dallacqua, A. K., & Low, D. E. (2019). “I never think of the girls”: Critical gender inquiry with superheroes. English Journal, 108(5), 76-84.
Low, D. E., & Jacobs, K. B. (2018). Literature circle roles for discussing graphica in language
arts classrooms. Language Arts, 95(5), 322-331.
Low, D. E. (2017, Fall/Winter). Not to be “destoried”: How an academically marginalized student
employs comics and multimodal authorship to claim a counter-identity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4(2), 6-56. http://ed-ubiquity.gsu.edu/wordpress/low-4-2/
Low, D. E. (2017). Students contesting “colormuteness” through critical inquiries into comics. English Journal, 106(4), 19-28.
Jacobs, K. B., & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’
multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
Low, D. E. (2017). Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series. In
G. A. Tarbox & M. A. Abate (Eds.), Graphic novels for children and young adults: A collection of critical essays (pp. 278-297). University Press of Mississippi.
Botzakis, S., Savitz, R., & Low, D. E. (2017). Adolescents reading graphic novels and comics: What we know from research.
In K. A. Hinchman & D. A. Appleman (Eds.), Adolescent literacies: A handbook of practice-based research (pp. 310-322). The Guilford Press.
Low, D. E., & Campano, G. (2016). Multiliteracies, the arts, and postcolonial agency. In G. Campano,
M. P. Ghiso, & B. J. Welch (Eds.), Partnering with immigrant communities: Action through literacy (pp. 92-102). Teachers College Press.
Campano, G., Ngo, L., Low, D. E., & Jacobs, K. B. (2016). Young children demystifying and remaking the university through
critical play. Journal of Early Childhood Literacy, 16(2), 199-227. https://doi.org/10.1177/1468798415577875
Low, D. E., & Campano, G. (2013). The image becomes the weapon: New literacies and canonical
legacies. Voices from the Middle, 21(1), 26-31.
Ghiso, M. P., & Low, D. E. (2013). Students using multimodal literacies to surface micronarratives of United
States immigration. Literacy, 47(1), 26-34. https://doi.org/10.1111/j.1741-4369.2012.00678.x
Low, D. E. (2012). “Spaces invested with content”: Crossing the ‘gaps’ in comics with readers
in schools. Children’s Literature in Education, 43(4), 368-385. https://doi.org/10.1007/s10583-012-9172-5
Campano, G., & Low, D. (2011). Multimodality and immigrant children: A response to Marni Binder. Contemporary Issues in Early Childhood, 12(4), 381-384. https://doi.org/10.2304/ciec.2011.12.4.381