Stephanie F. Reid is a doctoral candidate in the Learning, Literacies, and Technologies program in the Mary Lou Fulton Teachers College at Arizona State University. Stephanie studied English Literature at the University of Cambridge and Education at both the University of Oxford and Hamline University. Prior to pursuing her doctoral degree, Stephanie taught secondary students English Language Arts for 15 years. Stephanie’s research interests include multimodality, multimodal narrative texts, and how readers make meaning from multimodal texts. Stephanie is working on her dissertation, speculatively titled: Multimodality matters: Exploring words, images, and design features in a seventh-grade English Language Arts classroom.
Serafini, F., & Reid, S. F. (2019). Crossing boundaries: Exploring metaleptic transgressions in contemporary picturebooks. Children’s Literature in Education (first available online). doi:10.1007/s10583-019-09382-9
Reid, S. F., & Dyer, M. (2018). Stick figures and a Marvel-lous multimodal novel: Investigating words and images with 8th graders. Voices from the Middle, 26(2), 53-58.
Reid, S. F., & Serafini, F. (2018). More than words: An investigation of the young adult and middle grade multimodal novel. Journal of Children’s Literature, 44(2), 32-44.
Serafini, F., Kachorsky, D., & Reid, S. (2018). Changes in children’s and young adult literature. Language Arts, 95(5), 311-321.
Accepted for Publication
Serafini, F., & Reid, S. F. (2018). Multimodal Content Analysis: Expanding Analytical Approaches to Content Analysis. Manuscript accepted for publication.
Serafini, F., & Reid, S. F. (2018). Linguistic, semiotic, literary, and artistic perspectives for analyzing picturebooks. In K. Coates & D. Stevenson (Editors), The Blackwell Companion to Children’s Literature. Hoboken, NJ: Wiley-Blackwell. Manuscript submitted for publication.