Dr. Michelann Parr
My research interests are diverse and reflect themes related to teacher development, classroom research, family literacy, and self-study/reflective practice. Within the teacher development stream, I am interested in how new and developing teachers make the link between literacy theory and practice and the impact of tools such as portfolios, reflective practice, and experiential learning. In the classroom research stream, I am in process of conducting research that explores how students and teachers make use of new literacies and new technologies (specifically text-to-speech technologies), and how new conceptualizations of literacy will change the way students struggle with print literacy. In the family literacy stream, I am interested in how schools and families can work collaboratively, bringing strengths of families and schools together in a way that enhances student achievement and well-being. In the self-study stream, I am interested in the links between the stories and experiences we bring to the classroom and what we do in the classroom.
Parr, M. (2013). Text-to-speech technology as inclusive reading practice: Changing perspectives, overcoming barriers, Learning Landscapes (Living in the Digital World: Possibilities and Challenges), 6(2), 303-322,www.learninglandscapes.ca/images/documents/ll-no12/parr.pdf
Parr, M. (2013). Supporting families as collaborators in children’s literacy development, What Works? Research into Practice, Literacy and Numeracy Secretariat, OADE, Research Monograph #47,http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Famil… Highlighted resource for the Parent Involvement Committee Conference at the Ontario Ministry of Education, May 2013.
Campbell, T., & Parr, M. (2013). Mapping today’s literacy landscapes: Navigational tools and practices for the journey, Journal of Adult and Adolescent Literacy, 00(0), 000–000. doi: 10.1002/JAAL.203 (Early view – in print October, 2013).
Parr, M., & Campbell, T. (2012). Understanding literacy as our W.O.R.L.D. inheritance: Re-visioning literacy discourse and its implications for teaching practice, International Review of Education, 58, 557-574, DOI: 10.1007/s11159-012-9297-1.
Parr, M., & Campbell, T. (2012). Using story as sites of dialogue, disillusionment, and development of dispositions to support inclusive education, Creative Education, DOI: 10.4236/ce.2012.33054
Campbell, T. & Parr, M. (2012). Writing as literacy journey: Deconstructing and re-visioning our literacy stories, International Journal of Learning, 18(7), 187-198.
Parr, M. & Campbell, T. (2012). Balanced literacy essentials: Weaving theory into practice for successful instruction in reading, writing, and talk, Toronto, ON: Pembroke Publishers.
Parr, M., Campbell, T., & Richardson, C. Paying exquisite attention to communication: Engaging in impassioned conversation instead of hearing polite applause, In Press, Reflective Practice
Parr, M. (2011). Venturing into the unknown of ethnography: Reflexive questions to love and cautionary ethics to live by, Reflective Practice, Volume 12(6), 803-815
Parr, M, & Campbell, T. (2011). Educating for identity: Problematizing and unpacking our literacy pasts, In Press, Alberta Journal of Education, Volume 57(3)
Parr, M. (2011). The voice of text-to-speech technology: One possible solution for struggling readers, What Works? Research into Practice, Literacy and Numeracy Secretariat, OADE, Research Monograph #35http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWork…
Parr, M. (2010). From non-reader to text-reader: Using text-to-speech technology to enhance motivation, choice, and confidence, Australian Rehabilitation and Assistive Technology Association National Conference Proceeding,http://www.arata.org.au/arataconf10/index.html#computer.
Parr, M. (2010). Solving ethical dilemmas with children: Empowering classroom research, McGill Journal of Education, Vol. 45(3), 451-462.
Campbell, T., & Parr, M. (2010). Literacies and multiliteracies: Navigating our way to expanded conceptions of literacy, The International Journal of Diversity in Organisations, Communities, and Nations, Vol. 10(2), 331-339.
Campbell, T., Parr, M., & Richardson, C. (2009). From implicit intention to exquisite expression: Finding metaphors for who we are and what we do, Journal of Transformative Education, 7(3) 209-229.
Campbell, T., & Parr, M. New literacies for new readers: A ‘four resources’ model for multi-dimensional, multi-tasking readers, Conference Proceeding, 16th European Conference on Literacy, Braga, Portugal
Parr, M. (2009). Just like Frederick: Literacy journeys into another time, another place, in W. Richardson & C. Richardson (Eds.), Walking the Talk (pp. 129-138). Calgary, AB: Destselig.
Parr, M., & Campbell, T. (2008). Lit-folios: Pre-service teachers practice as readers, writers, and literacy teachers, The Reading Professor, Volume 30(2), 12-18.
Parr, M., & Campbell, T. (2008). Reading Lolita: A dialogic encounter with self and others, Language and Literacy, Vol. 10(2),http://ejournals.library.ualberta.ca/index.php/langandlit/article/view/…
Richardson, C., Parr, M., & Campbell, T. (2008). Solitary dissonance and collaborative consonance: Trialogue as a reflective practice that resonates, Reflective Practice, Issue 9.2, 281-291.
Parr, M., & Campbell, T. (2007). Teaching the language arts: Engaging literacy practices, Toronto, ON: John Wiley & Sons.
Campbell, T., & Parr, M. (2007). My heart thumps in my ears and my head swims! Drama as reader response: Reducing the risks, The Reading Professor, Volume 28(1), 54-61. (One of four nominated for best article award, 2011, Professors of Reading Teacher Educators, International Reading Association)
Parr, M., & Campbell, T. (2007). Poets in practice, The Reading Teacher, Volume 60(1), 36-46.
Parr, M. (2005). Knowing is not enough: We must do! Teacher development through engagement in learning opportunities, International Journal of Learning, Volume 12(11), online.
Laronde, G., & Parr, M. (2005). Living and learning through outdoor and experiential education courses: A narrative description of the lived experiences of faculty and pre-service teachers, International Journal of Learning, Volume 12(9), online.
Parr, M. (2003). Preparing for diversity: Standards of practice for regular classroom teachers of students with special needs, International Journal of Learning, Volume 1, online