Sample of Book Chapters and Refereed Journal Articles
Assaf, L.C. & Justice, S. (In press). Storymaking: An Innovative Multimodal Approach to Early Literacy Instruction. Language Arts.
Isreal, S. & Assaf, L.C. (in Press). New Frontiers in Reading Comprehension: Where to From Here? In S. Isreal (Ed.), Handbook of Reading Research (3rd Edition). Guilford Press.
Justice, S. & Assaf, L.C. (2025). Expressive STEM Storymaking: Art, Literacy, and Creative Computing (p. 210-226). In Y. Cooper and A. Lai (Eds.), Intersections and Thresholds of STEAM Education, Routledge. https://doi.org/10.1163/9789004714748_014
Assaf, L.C. & Justice, S. (2024). Asset-based Computational Thinking in Elementary Classrooms: Centering Students’ Expertise in a Community of Learners. Journal of Digital Learning and Teacher Education. https://doi.org/10.1007/s10643-024-01825-3
Assaf, L.C., Forsythe, M. & Atal, D. (2024) Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction, Action in Teacher Education, DOI: 10.1080/01626620.2024.2318225
Assaf, L.C. (2023) Community-based, Literacy Makerspaces: Opportunities for Critical Global Literacies in South Africa. In S. Kerkhoff and H. Spires (Eds.). Critical Perspectives on Global Literacies: Bridging Research and Practice, New York, Routledge.
Assaf, L.C., Sowa, P., & Zammit, Z. Eds (2022). Global Meaning Making: Disrupting and Interrogating International Language and Literacy Research and Teaching. Emerald Publishing.
Assaf, L.C., Pakamile, P. & Brooks, J. (2021). Superheroes and Community Innovators: Opportunities to Engage in Critical Literacy in a Makerspace Camp in Rural South Africa. Language Arts, 98(6), 315-329. (8% acceptance rate/1.69 impact)
Assaf, L.C. Lussier, K., Lopez, M. (2020). Becoming Linguistically Responsive Teachers: Generative Learning One Year After Participating in Study Abroad and Community-Based Service Learning Project. Teacher Education Quarterly, 47(2), 108-133. (12% acceptance rate/ 4.9 impact)
Lussier, K., Assaf, L.C., & Hoff, M. (2019). A “Literacy Awakening”: The Role of Study Abroad and International Service Learning for Preservice Teachers’ Literacy Engagement. FIRE: Forum for International Research in Education, 5(2), 47-65. https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE/article/view/163
Assaf, L.C., Lussier, K., Furness, R., & Hoff, M. (2019). Exploring how a study abroad and international service-learning project shaped preservice teachers’ understanding of humanizing pedagogy. The Teacher Educator, 54(2), 105-124.
Assaf, L.C. & Lussier, K, (2019). Dream camp: Drawing on community cultural wealth capital to make sense of career dreams. Language, Culture and Curriculum, DOI: 10.1080/07908318.2019.1569020
Halder, S. & Assaf, L.C. (2017). Disability and inclusion: Current challenges. In S. Halder & L.C. Assaf (Eds). Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges. New York, NY: Springer Publishing.
Halder, S. & Assaf, L.C. (2017). Global diversity and inclusion: Critical reflections and future directions. In S. Halder & L.C. Assaf (Eds). Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges. New York, NY: Springer Publishing.
Assaf, L.C., Ralfe, L., & Steinbach, B. (2016). South African teachers learning to become writers and writing teachers: A study of generative learning. Teaching and Teacher Education, 56, 173-184.
Assaf, L.C. & Lopez, M. (2015). Generative Learning In A Service Learning Project And Field-Base Teacher Education Program: Learning To Become Culturally Responsive Teachers. Literacy Research: Theory, Method, and Practice.
Delaney, C. & Assaf, L. C. (2015). A journey of social justice: In J. Richards and K Zenkov (Eds.), Closing the instructional gap: Social justice pedagogy for multicultural students. Peer Reviewed.
Lopez, M. & Assaf, L.C. (2014). Developing deeper understandings of diversity: Service learning and field experiences combine for generative learning of ESL/Bilingual preservice teachers. In D. Freeman & V. Freeman (Eds.), Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals. Invited Chapter.
Assaf, L. C., Eickstead, A., Kaynes, S., & Woolven, J. (2014). Online peer conferencing in four different educational settings: Practices and insights. In C. Mims (Ed.), Digital tools for writing instruction in K-12 settings: Student perception and experience. Peer Reviewed.
Assaf, L.C. (2014). Supporting English language learners’ writing abilities: Exploring third spaces. The Middle Grades Research Journal, 9(1), 1-17.
Assaf, L. C. & Johnson, J. (2014). A call for action: Engaging in purposeful, real world writing. Voices From the Middle, 21(3), 24-33.
Assaf, L. C. & Delaney, C. (2013). A journey through justice … generative learning and critical literacy instruction. The Teacher Educator, 48 (2), 143-162.
Assaf, L. C. & Lopez, M. (2012). Reading rocks an after school literacy program: Responsive reading instruction. Journal of Early Childhood Teacher Education, 5 (1), 55-62.
Zisselsberger, M., Assaf, L. C., & Singh, S. (2012). Delving into third space: Supporting writing development in multilingual and multicultural settings. Writing and Pedagogy, 4 (1), 26-35.
Assaf, L. C., Ash, G., Saunders, J. (2011). Renewing two seminal literacy practices: I-charts and I-search papers. Voices From The Middle, 18 (40), 31-42.
Assaf, L. C. (2011). Adding dialogue to fiction and nonfiction text: Mentor texts and a dialogue checklist. In J. C. Richards & C. Lassonde (Eds.), Collaborative writing strategies in the primary grades: Scaffolding students’ writing with meaningful mini lessons. Newark, DE: International Reading Association.
Jacobs, J. Assaf, L. C., & Lee, K. S. (2010). A professional development book club for teacher educators; Conflicts between critical reflection and instructional-based strategies on linguistic diversity. Journal of Professional Development, 1 (14), 1-14.
Ash, G., Assaf, L. C., & Johnson, J. (2010). Process and perseverance: Supporting meaningful and relevant research. English in Texas, 40 (1), 54-62.