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“Every selfie tells a story …”: LGBTQ youth lifestreams and new media narratives as connective identity texts

New media & society, 2017-04, Vol.19 (4), p.560-578

Wargo, Jon M

2017

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Writing With Wearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention

Journal of literacy research, 2018-12, Vol.50 (4), p.502-523

Wargo, Jon M.

2018

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SoundingOutMySilence: Reading a LGBTQ Youth's Sonic Cartography as Multimodal (Counter)Storytelling

Journal of adolescent & adult literacy, 2018-07, Vol.62 (1), p.13-23

Wargo, Jon M.

2018

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"Sound" civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice

Theory and research in social education, 2021-07, Vol.49 (3), p.360-389

Wargo, Jon M.

2021

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Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry

Research in the teaching of English, 2022-02, Vol.56 (3), p.275-300

Wargo, Jon M.

2022

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Be(com)ing “In-Resonance-With” Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition

Qualitative inquiry, 2020-06, Vol.26 (5), p.440-446

Wargo, Jon M.

2020

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Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry

The Reading teacher, 2024-01, Vol.77 (4), p.428-438

2024

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Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children

Journal of early childhood literacy, 2017-09, Vol.17 (3), p.392-408

Wargo, Jon M

2017

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“That's a Third Rail Issue” Using LGBTQ+ Children's Literature as Backup to Counter Pushback

The Reading teacher, 2024-03, Vol.77 (5), p.727-735

2024

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Between an iPhone and a safe space: tracing desire in connective (auto)ethnographic research with LGBTQ youth

International journal of qualitative studies in education, 2020-05, Vol.33 (5), p.508-523

Wargo, Jon M.

2020

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Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry

Theory into practice, 2019-01, Vol.58 (1), p.18-28

Wargo, Jon M.

2019

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Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design

Curriculum inquiry, 2022-10, Vol.52 (5), p.544-570

2022

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Leveraging Digital Media to Document Social Class Injustice

English journal, 2022-03, Vol.111 (4), p.41-48

Wargo, Jon M.

2022

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Making as worlding: young children composing change through speculative design

Literacy (Oxford, England), 2020-05, Vol.54 (2), p.13-21

2020

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Collison, Connection, and Conflict? Writing (Righting) Community Amid COVID‐19

Journal of adolescent & adult literacy, 2021-05, Vol.64 (6), p.708-711

2021

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Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography

Anthropology & education quarterly, 2021-09, Vol.52 (3), p.315-334

2021

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Sounding out synthesis: Investigating how educators in a teaching with technology course use sonic composition to remix reflection

E-learning and digital media, 2020-05, Vol.17 (3), p.218-235

Wargo, Jon M

2020

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What Constitutes Community? Ethnographic Perspectives on Adolescent and Adult Literacy Practice

Journal of adolescent & adult literacy, 2020-07, Vol.64 (1), p.102-105

2020

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Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-in-Resonance-With' Sound and the Social Contexts of Education

Educational studies (Ames), 2018-07, Vol.54 (4), p.382-395

Wargo, Jon M.

2018

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From PSAs to reel communities: exploring the sounds and silences of urban youth mobilizing digital media production

Journal of educational media : the journal of the Educational Television Association, 2018-10, Vol.43 (4), p.469-484

2018

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Examining the Making and Movement of Speculative "Withness" in Young Children's A/r/tographic Collage

Video journal of education and pedagogy, 2019-12, Vol.4 (1), p.138-150

Wargo, Jon M

2019

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Sounding escape: examining the sonic contours of play and story in The Author's Enigma

Mind, culture and activity, 2022-07, Vol.29 (3), p.269-287

2022

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Encountering unnatural E-literature: tracing interpretation and relationality across multimodal response and digital annotation

English in education, 2022-04, Vol.56 (2), p.186-200

2022

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Sounding the Garden, Voicing a Problem: Mobilizing Critical Literacy through Personal Digital Inquiry with Young Children

Language arts, 2019-05, Vol.96 (5), p.275-285

Wargo, Jon M.

2019

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Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing

Journal of language & literacy education, 2015-04, Vol.11 (1), p.47

Wargo, Jon M

2015

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“Every selfie tells a story …”: LGBTQ youth lifestreams and new media narratives as connective identity texts

Writing With Wearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention

SoundingOutMySilence: Reading a LGBTQ Youth's Sonic Cartography as Multimodal (Counter)Storytelling

"Sound" civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice

Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry

Be(com)ing “In-Resonance-With” Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition

Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry

Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children

“That's a Third Rail Issue” Using LGBTQ+ Children's Literature as Backup to Counter Pushback

Between an iPhone and a safe space: tracing desire in connective (auto)ethnographic research with LGBTQ youth

Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry

Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design

Leveraging Digital Media to Document Social Class Injustice

Making as worlding: young children composing change through speculative design

Collison, Connection, and Conflict? Writing (Righting) Community Amid COVID‐19

Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography

Sounding out synthesis: Investigating how educators in a teaching with technology course use sonic composition to remix reflection

What Constitutes Community? Ethnographic Perspectives on Adolescent and Adult Literacy Practice

Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-in-Resonance-With' Sound and the Social Contexts of Education

From PSAs to reel communities: exploring the sounds and silences of urban youth mobilizing digital media production

Examining the Making and Movement of Speculative "Withness" in Young Children's A/r/tographic Collage

Sounding escape: examining the sonic contours of play and story in The Author's Enigma

Encountering unnatural E-literature: tracing interpretation and relationality across multimodal response and digital annotation

Sounding the Garden, Voicing a Problem: Mobilizing Critical Literacy through Personal Digital Inquiry with Young Children

Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing

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