Laura J. Roop - Publications


Roop, L. (2015). Review of English Teaching & New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives, L. Unsworth & A. Thomas, eds. New York, NY: Peter Lang.

I was invited to review English Teaching & New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives, written by two well-known Australian English educators and researchers, by an editor at Teachers College Record. The review is approximately 1100 words in length, and explores two important dimensions of the work: the framework that ties systemic functional linguistics with a grammar of images, and the role of multimedia analysis and composing in contemporary conceptions of critical literacy.



Denstaedt, L., Roop, L.J. & Best, S. (2014). Doing and Making Authentic Literacies. Urbana, IL: NCTE.

Too many students don't see themselves as "doers" and "makers" of authentic work in any of the disciplines of high school. No wonder, then, that they make no connection between high school coursework and their future lives and work. But what if we took advantage of our students' tremendous potential by designing environments in which they can unleash, develop, and publicly share their talents? Instead of "doing school"--working from textbook-driven, often contrived school subjects--what if students worked toward something closer to the public, energized achievements of accomplished adults?

This book features educators in construction trades, English, math, and multidisciplinary teams who have created empowering disciplinary classrooms and projects that allow students, particularly those who are sometimes disenfranchised by the larger culture and current institutional structures, to gain new identities as makers and doers. Building on foundational work in authentic literacies and supported by NCTE's policy research brief Literacies of Disciplines, the authors center their examples in a continuum of disciplinary literacy learning, demonstrating how it can be used to look at and reconfigure lessons, units, courses, and programs.

This book is proof that classrooms like these are indeed possible in all schools and educational settings. In fact, they are necessary if we expect today's students to successfully bridge the gulf between learning and doing.

Laura J. Roop


University of Pittsburgh
5518 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260