Publications
Books
Magro, K., & Honeyford, M. (2019). (Eds.), Transcultural literacies: Re-visioning relationships in
teaching and learning. Canadian Scholars Press. Winner of the Literacy Research Association Edward B. Fry Book Award (2021).
teaching and learning. Canadian Scholars Press. Winner of the Literacy Research Association Edward B. Fry Book Award (2021).
Chapters & Articles
Honeyford, M., Collins-Kramble, K., & Neufeld-Wiebe, J. (2023). Stacking stories as inquiry into practice: Co-teaching an online literacy club for youth. In K. Marsh-
Davies & C. Burnett (Eds.), Teachers and teaching post-COVID: Seizing opportunities for change. London: Routledge.
Honeyford, M., Warkentin, S., & Costa, K. (2022). Perplexities and possibilities in literacy curriculum and pedagogical change: A research partnership and experiment in
materialist methodologies. In C. Bailey, C. Burnett, & J. Rowsell (Eds.), Unsettling literacies: Directions for literacy research in precarious times (pp. 147-163). Singapore:
Springer.
Honeyford, M., & Yaman Ntelioglou, B. (2021). Beyond "trying to find a number": Proposing a relational ontology for reconceptualizing assessment in K-12 language and
literacy classrooms. Canadian Modern Language Review (special issue on new materialist perspectives on language education; guest edited by M. Waterhouse & F.
Bangou).
Sánchez, L., & Honeyford, M. (2021). Creating critically engaged classrooms through community literacies. Journal of Adolescent & Adult Literacy, 65(1), 9-15. (Recognized by Wiley as among their most downloaded papers among work published in an issue between 1 January 2021 - 31 December 2021.)
Honeyford, M., & Watt, J. (2020). Practising place-thought, producing place praxis: Pedagogical openings through writing in intra-action with
a public park. In S. Smythe, K. Toohey, & D. Dagenais (Eds.), Rethinking language and literacy pedagogies with new materialities. Routledge.
Honeyford, M. (2019). "It's resonating": Transcultural literacies in unexpected moments. In K. Magro & M. Honeyford (Eds.), Transcultural
literacies: Re-visioning relationships in teaching and learning. Canadian Scholars Press.
Honeyford, M., & Trussler, P. (2019). Red dresses and sequined bras: Encountering materiality, place and affect in pop-up installation pedagogy. In K. Lenters & M.
McDermott (Eds.), Affect, embodiment, and place in critical literacy: Assembling theory and practice. Routledge.
Honeyford, M. (2019). Experimentation in Afterschool U's movie-maker studios: Unexpected moments of contingency, teacher-becoming, and joy. In T. Strong-
Wilson, C. Ehret, D. Lewkowich, & S. Chang-Kredl (Eds.), Making/unmaking curriculum through provoking curriculum encounters. Routledge.
Honeyford, M., Beyak, T., & Hardman, F. S. (2019). "It's me trying my best to bring awareness to the issues": Narrative assemblage and visual text-making as sociopolitical
inquiry in Canadian history. Studies in Social Justice, 13(1), 73-93. (Special issue on the politics of literacy; guest edited by C. Huge & J. Rowsell, https://journals.library.brocku.ca/index.php/SSJ/issue/view/109)
Honeyford, M., & Watt, J. (2017). Burrowing and becoming: Assemblages of struggle and possibility for teaching writing in uncertain times. Pedagogies: An International
Journal.
Honeyford, M. with Amy Penner, J., Beyak, T., Beyer, D., Borton, A., Fewer, K., Findlay, C., & Purdy, D. (2017). Artifacts as catalysts for reimagining transcultural literacy
pedagogies. In R. Zaidi & J. Rowsell (Eds.), Literacy Lives in Transcultural Times. New York: Routledge.
Honeyford, M. (2017, March). Writing as teachers: The power of place. Language Arts, 94(4), 279-281.
Damico, J., Honeyford, M., & Panos, A. (2016). Designing inquiries that matter: Significance, diversity, and fit. Voices from the Middle, 23(3), 25-32.
Honeyford, M. (2015). Thresholds of possibility—mindful walking, traditional oral storytelling, and the birch bark canoe: Theorizing material intra-activity in an afterschool
arts space. Literacy Research: Theory, Method, and Practice, 64, 210-226.
Honeyford, M., & Serebrin, W. (2015). Staging teachers' stories: Performing understandings of writing and teaching writing. Language and Literacy, 17(3), 60-81.
Honeyford, M., & Boyd, K. (2015). Learning through play: Portraits, photoshop, and visual literacy practices. Journal of Adolescent and Adult
Literacy, 59(1), 63-73.
Vander Zanden, S., & Honeyford, M., (2014, September 22). Multimodal literacy practices of adolescent immigrant students. Voice of Literacy. Podcast retrieved from
http://voiceofliteracy.org
Honeyford, M. (2014). From aquí and allá: Symbolic convergence in the multimodal literacy practices of adolescent immigrant
students. Journal of Literacy Research, 46(2), 194-233.
Honeyford, M. (2014). "Write me back!" Diasporic identities and digital media: Creating new spaces for writing in school. In K. Pytash & R. Ferdig (Eds.), Exploring
technology for writing and writing instruction. Hershey, PA: IGI Global.
Honeyford, M., & Vander Zanden, S. (2013). Bending boundaries: A critical spatial analysis of students’ texts and identity work. Critical Literacy: Theories and Practices, 7 (1), 17-32.
Honeyford, M. (2013). The simultaneity of experience: Cultural identity, magical realism, and the artefactual in digital storytelling. Literacy, 47(1), 17-25.
Honeyford, M. (2013). Critical projects of Latino cultural citizenship: Literacy and immigrant activism. Pedagogies: An International Journal, 8(1), 60-76.
Hickey, D., Honeyford, M., & McWilliams, J. (2013). Participatory assessment in a climate of accountability. In H. Jenkins & W. Kelley (Eds.), Reading in
a participatory culture. New York: Teachers College Press. (Read about the book on Henry Jenkins' blog.)
Hickey, D. T., McWilliams, J., & Honeyford, M. (2011). Reading Moby-Dick in a participatory culture: Organizing assessment for engagement in a new media
era. Journal of Educational Computing Research, 45(2), 247-263.
Campano, G., Honeyford, M., Sanchez, L., & VanderZanden, S. (2010). Ends in themselves: Theorizing the practice of university-school partnering through horizontalidad. Language Arts, 87(4), 277-286.
Hickey, D. T., Honeyford, M., Clinton, K. A., & McWilliams, J. (2010). Participatory assessment of 21st century proficiencies. In V. J. Shute & B. Becker (Eds.), Innovative
assessment in the 21st century: Supporting educational needs. New York: Springer.
Pawan, F., & Honeyford, M. (2009). Academic literacy and the new college learner. In R. F. Flippo & D. C. Claverly (Eds.), Handbook of College Reading and Study Strategy Research (2nd ed.). New York: Routledge.
Davies & C. Burnett (Eds.), Teachers and teaching post-COVID: Seizing opportunities for change. London: Routledge.
Honeyford, M., Warkentin, S., & Costa, K. (2022). Perplexities and possibilities in literacy curriculum and pedagogical change: A research partnership and experiment in
materialist methodologies. In C. Bailey, C. Burnett, & J. Rowsell (Eds.), Unsettling literacies: Directions for literacy research in precarious times (pp. 147-163). Singapore:
Springer.
Honeyford, M., & Yaman Ntelioglou, B. (2021). Beyond "trying to find a number": Proposing a relational ontology for reconceptualizing assessment in K-12 language and
literacy classrooms. Canadian Modern Language Review (special issue on new materialist perspectives on language education; guest edited by M. Waterhouse & F.
Bangou).
Sánchez, L., & Honeyford, M. (2021). Creating critically engaged classrooms through community literacies. Journal of Adolescent & Adult Literacy, 65(1), 9-15. (Recognized by Wiley as among their most downloaded papers among work published in an issue between 1 January 2021 - 31 December 2021.)
Honeyford, M., & Watt, J. (2020). Practising place-thought, producing place praxis: Pedagogical openings through writing in intra-action with
a public park. In S. Smythe, K. Toohey, & D. Dagenais (Eds.), Rethinking language and literacy pedagogies with new materialities. Routledge.
Honeyford, M. (2019). "It's resonating": Transcultural literacies in unexpected moments. In K. Magro & M. Honeyford (Eds.), Transcultural
literacies: Re-visioning relationships in teaching and learning. Canadian Scholars Press.
Honeyford, M., & Trussler, P. (2019). Red dresses and sequined bras: Encountering materiality, place and affect in pop-up installation pedagogy. In K. Lenters & M.
McDermott (Eds.), Affect, embodiment, and place in critical literacy: Assembling theory and practice. Routledge.
Honeyford, M. (2019). Experimentation in Afterschool U's movie-maker studios: Unexpected moments of contingency, teacher-becoming, and joy. In T. Strong-
Wilson, C. Ehret, D. Lewkowich, & S. Chang-Kredl (Eds.), Making/unmaking curriculum through provoking curriculum encounters. Routledge.
Honeyford, M., Beyak, T., & Hardman, F. S. (2019). "It's me trying my best to bring awareness to the issues": Narrative assemblage and visual text-making as sociopolitical
inquiry in Canadian history. Studies in Social Justice, 13(1), 73-93. (Special issue on the politics of literacy; guest edited by C. Huge & J. Rowsell, https://journals.library.brocku.ca/index.php/SSJ/issue/view/109)
Honeyford, M., & Watt, J. (2017). Burrowing and becoming: Assemblages of struggle and possibility for teaching writing in uncertain times. Pedagogies: An International
Journal.
Honeyford, M. with Amy Penner, J., Beyak, T., Beyer, D., Borton, A., Fewer, K., Findlay, C., & Purdy, D. (2017). Artifacts as catalysts for reimagining transcultural literacy
pedagogies. In R. Zaidi & J. Rowsell (Eds.), Literacy Lives in Transcultural Times. New York: Routledge.
Honeyford, M. (2017, March). Writing as teachers: The power of place. Language Arts, 94(4), 279-281.
Damico, J., Honeyford, M., & Panos, A. (2016). Designing inquiries that matter: Significance, diversity, and fit. Voices from the Middle, 23(3), 25-32.
Honeyford, M. (2015). Thresholds of possibility—mindful walking, traditional oral storytelling, and the birch bark canoe: Theorizing material intra-activity in an afterschool
arts space. Literacy Research: Theory, Method, and Practice, 64, 210-226.
Honeyford, M., & Serebrin, W. (2015). Staging teachers' stories: Performing understandings of writing and teaching writing. Language and Literacy, 17(3), 60-81.
Honeyford, M., & Boyd, K. (2015). Learning through play: Portraits, photoshop, and visual literacy practices. Journal of Adolescent and Adult
Literacy, 59(1), 63-73.
Vander Zanden, S., & Honeyford, M., (2014, September 22). Multimodal literacy practices of adolescent immigrant students. Voice of Literacy. Podcast retrieved from
http://voiceofliteracy.org
Honeyford, M. (2014). From aquí and allá: Symbolic convergence in the multimodal literacy practices of adolescent immigrant
students. Journal of Literacy Research, 46(2), 194-233.
Honeyford, M. (2014). "Write me back!" Diasporic identities and digital media: Creating new spaces for writing in school. In K. Pytash & R. Ferdig (Eds.), Exploring
technology for writing and writing instruction. Hershey, PA: IGI Global.
Honeyford, M., & Vander Zanden, S. (2013). Bending boundaries: A critical spatial analysis of students’ texts and identity work. Critical Literacy: Theories and Practices, 7 (1), 17-32.
Honeyford, M. (2013). The simultaneity of experience: Cultural identity, magical realism, and the artefactual in digital storytelling. Literacy, 47(1), 17-25.
Honeyford, M. (2013). Critical projects of Latino cultural citizenship: Literacy and immigrant activism. Pedagogies: An International Journal, 8(1), 60-76.
Hickey, D., Honeyford, M., & McWilliams, J. (2013). Participatory assessment in a climate of accountability. In H. Jenkins & W. Kelley (Eds.), Reading in
a participatory culture. New York: Teachers College Press. (Read about the book on Henry Jenkins' blog.)
Hickey, D. T., McWilliams, J., & Honeyford, M. (2011). Reading Moby-Dick in a participatory culture: Organizing assessment for engagement in a new media
era. Journal of Educational Computing Research, 45(2), 247-263.
Campano, G., Honeyford, M., Sanchez, L., & VanderZanden, S. (2010). Ends in themselves: Theorizing the practice of university-school partnering through horizontalidad. Language Arts, 87(4), 277-286.
Hickey, D. T., Honeyford, M., Clinton, K. A., & McWilliams, J. (2010). Participatory assessment of 21st century proficiencies. In V. J. Shute & B. Becker (Eds.), Innovative
assessment in the 21st century: Supporting educational needs. New York: Springer.
Pawan, F., & Honeyford, M. (2009). Academic literacy and the new college learner. In R. F. Flippo & D. C. Claverly (Eds.), Handbook of College Reading and Study Strategy Research (2nd ed.). New York: Routledge.
