Fields, Susan Clinical Assistant Professor

academic article

• Frankel, K. K., Fields, S. S., & Ward, A. E (2021). From Tutoring to Mentoring: Centering Adolescents’ Identities as Readers and Mentors in a High School Literacy Class. 70(1), 231-251.
  
• Fields, S. S (2020). From “Painstaking” to “Open and Loose”: Using a Discursive-Cognitive Lens to Ease a Frustrated Adolescent Writer’s Process. Reading & Writing Quarterly.  36(5), 462-479.
  
• Frankel, K. K., Ward, A. E., & Fields, S. S (2019). Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading. Journal of Adolescent & Adult Literacy.  63(2), 224-228.
  
• Frankel, K. K., & Fields, S. S (2019). Disrupting Storylines: A Case Study of One Adolescent’s Identity, Agency, and Positioning During Literacy Tutoring. Literacy Research and Instruction.  58(3), 142-163.
  
• Frankel, K. K., Fields, S. S., Kimball-Veeder, J., & Murphy, C. R (2018). Positioning Adolescents in Literacy Teaching and Learning. Journal of Literacy Research.  50(4), 446-477.