All articles can be downloaded HERE
(+ writing with current/former masters and doctoral students)
Compton-Lilly, C., Perry, K., Smagorinsky, P., & Lewis Ellison, T. (Editors) (in press). Whitewashed critical perspectives: Restoring the edge to edgy ideas in literacy education. New York, NY: Routledge.
Compton-Lilly, C., Rogers, R., & Lewis Ellison, T. (in press). Making sense of literacy scholarship: Approaches to synthesizing literacy research. New York, NY: Routledge.
PEER-REVIEWED ARTICLES & BOOK CHAPTERS
Smagorinsky, P., Guay, M., Lewis Ellison, T., & Willis, A. I. (2020). A sociocultural perspective on readers, reading, reading instruction and assessment, reading policy, and reading research In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research, Vol V. New York, New York: Routledge.
Lewis Ellison, T., & Esposito, J. (in press). Multimodal expressions of self: Telling ghost stories as intersectional African American and Latinx American scholars. Qualitative Inquiry.
Lewis Ellison, T., Robinson, B.,+ & Qiu, T.+ (2019). Examining African American girls’ literate intersection identities through journal entries and discussions about STEM. Written Communication, 37(1), 3–40.
Compton-Lilly, C., Rogers, R., & Lewis Ellison, T. (2019). Ways with metaphors and silence: A meta ethnography of family literacy scholarship. Reading Research Quarterly, 55(2), 1-19.
Compton-Lilly, C., Lewis Ellison, T., & Rogers, R. (2019). The promise of family literacy: Possibilities and practices for educators. Language Arts, 97(1), 25-35.
Lewis Ellison, T., & Solomon, M. (2019). Counter-storytelling vs. deficit thinking methods around African American children and families, digital literacies, race, and the digital divide. Research in the Teaching of English, 53(3), 223-244.
McGrail, E., Tinker Sachs, G., Lewis Ellison, T., Dukes, N.,+ & Zackery, K.+ (2018). Homeless adults, technology and literacy practices. Journal of Literacy and Technology, 19(2), 50-98.
Bean-Folkes, J., & Lewis Ellison, T. (2018). Teaching in a culture of love: An open dialogue about African American student learning. School Community Journal, 28(2), 213-228.
Lewis Ellison, T., & Toliver, S. R.+ (2018). (CHAT)ting at home: A family’s activity theory system. Voices from the Middle, 25(3), 37-42. Special Issue: Urban Middle Level Education.
Lewis Ellison, T., & Wang, H.+ (2018). Resisting and redirecting: Agentive practices within an African American parent-child dyad during digital storytelling. Journal of Literacy Research, 50(1), 53-74.
Lewis Ellison, T., & Solomon, M. (2018). Digital play as purposeful and productive literacies among African American males. The Reading Teacher, 71(4), 495-500.
Lewis Ellison, T. (2018). Integrating and humanizing knowledgeable agents of the digital and Black Feminist Thought in digital literacy research. In K. Mills, A. Stornaiuolo, A. Smith, & J. Z. Pandya. Handbook of Digital Writing and Literacies Research. Routledge. [Recipient of the 2018 Divergent Award for Excellence in 21st Century Literacies]
LaVoulle, C.,+ & Lewis Ellison, T. (2017). Bad Bitch Barbie craze and Beyoncé: African American women bodies as a commodity in hip-hop culture, images, and media. Taboo: The Journal of Culture and Education, 65-84.
Lewis Ellison, T. (2017). The matter in parents’ stories: African American urban mothers’ counter stories about the Common Core State Standards and quality teaching. Urban Education, 1-31.
Lewis Ellison, T. (2017). Digital participation, agency, choice: An African American youth’s digital storytelling about Minecraft. Journal of Adolescent and Adult Literacy.
Lewis Ellison, T. (2017). Family stories, texts, meaning: A study of artifacts during a digital storytelling workshop. (p. 79-92). In C. Burnett, G. Merchant, B. Parry (Eds.), Literacy, media and technology: Past, present and future. Bloomsbury Press.
Lewis Ellison, T. (2016, November/December). Digital literacies closing the familial divide: Building relationships within African American families through digital literacy practices. Literacy Today, 16-17. (The International Literacy Association’s premiere magazine).
Lewis Ellison, T., Evans, J. N.,+ with Jim Pike (2016). Minecraft, teachers, parents, and learning: What they need to know and understand. School Community Journal, 26(2), 25-44.
Moje, E. & Lewis Ellison, T. (2016). Extended – and extending – literacies. Journal of Education, 196(3), 27-34. (Becoming a Nation of Readers: Retrospectives and Visions Issue).
Lewis Ellison, T., Nogueron-Liu, S., & Solomon, M. (2016). Co-constructing place, space, and race: African American and Latin@ parents’ and researchers’ representations of digital literacy research in the South. Journal of Literacy and Technology, 17(3), 62-99.
Lewis Ellison, T. (2016). Artifacts as stories: Understanding families, digital literacies, and storied lives. Journal of Adolescent and Adult Literacy, 59(5), 511–513.
Dooley, C., Lewis Ellison, T., & Welch, M.+ (2016). Digital participatory pedagogy: Digital participation as a method for technology integration in curriculum. Journal of Digital Learning in Teacher Education, 32(2), 52-62.
Lewis Ellison, T. (2014). Digital ontologies of self: Two African American adolescent’s co-construct and negotiate identities through The Sims 2. Digital Culture & Education, 6(4), 317-340.
Lewis Ellison, T., & Kirkland, D. (2014). Motherboards, mics, and metaphors: Reexamining new literacies and Black feminist thought through technologies of self. Journal of E-Learning and Digital Media. 11(4), pp. 390-405.
Lewis Ellison, T. (2014). An African American mother’s stories as T.M.I.: Ethics and vulnerability around traumatic narratives in digital literacy research. International Journal of Qualitative Methods, 13, pp. 255-274.
Lewis, T. Y. (2014). Apprenticeships, affinity spaces, and agency: Exploring blogging engagements in family spaces. Journal of Adolescent and Adult Literacy, 58(1), pp. 71-81.
Lewis, T. Y. (2014). Podcast of Author’s Feature article, “Affinity Spaces, Apprenticeships, and Agency: Exploring Blogging Engagements in Family Spaces” Journal of Adolescent and Adult Literacy, 58. TLE JAAL Podcast 2014
Lewis, T. Y. (2013). “We txt 2 sty cnnectd:” An African American mother and son communicate: Digital literacies, meaning-making, and activity theory systems. Journal of Education. 193(2), 1-13. Technology in Education Issue.
Compton-Lilly, C., B. Graue, with Rebecca Rogers & Tisha Y. Lewis. (2013). Agency, authority, and action in family literacy scholarship: An analysis of the epistemological assumptions operating in family literacy scholarship. In J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy, 2nd Ed. (pp. 368-402). London: Sage Publications.
Compton-Lilly, C., Rogers, R., & Lewis, T. Y. (2012). Analyzing diversity epistemologies: An integrative critical literature review of family literacy scholarship. Reading Research Quarterly. 47(1), pp. 33-60.
Lewis, T. Y. (2011). Family digital literacies: A case of awareness, agency, and apprenticeship of one African American family. In P. J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, and C. C. Bates (eds.), 60th Literacy Research Association Yearbook (pp. 432-446). Oak Creek, Wisconsin: Literacy Research Association.
Lewis, T. Y. (2010). Intergenerational meaning-making between a mother and son in digital spaces. In C. Compton-Lilly & S. Greene (eds.), Bedtime stories and book reports: Connecting parent involvement and family literacy. (pp. 85-93). New York, New York: Teachers College Press.
Lewis, T. Y. (2010). Review of book: Digital literacies: Concepts, policies and practices. Language Arts, 87(5), pp. 396-397.
Lewis, T. Y. (2010). The motherboard stories. In K. Pahl and J. Rowsell. Artifactual literacies: Every object tells a story (pp. 112-113). New York, New York: Teachers College Press.
Lewis, T. Y. (2009). New report says Black-White reading and math achievements improve but racial gap remains. Retrieved from Black-White reading and math achievements
Lewis, T. Y., & Rogers, R. (2007). Review of Family stories across the life course. Discourse & Society, 18(2): pp. 225-230.