Publications
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)
Honeyford, M., Warkentin, S., & Costa, K. (in press). 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. 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).
Sánchez, L., & Honeyford, M. (2021). Creating critically engaged classrooms through community literacies. Journal of Adolescent & Adult Literacy, 65(1), 9-15.
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. 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.
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).
Sánchez, L., & Honeyford, M. (2021). Creating critically engaged classrooms through community literacies. Journal of Adolescent & Adult Literacy, 65(1), 9-15.
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. 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.