Karla Kingsley | University of New Mexico (original) (raw)

Papers by Karla Kingsley

Encyclopedia of Activism and Social Justice, Mar 13, 2013

Voices from the Middle

We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged i... more We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged in a series of interlocking research projects aimed at developing a deeper understanding of themselves and the world around them. Joseph Campbell’s The Hero with a Thousand Faces (1968) served as a framework for students to conduct multidisciplinary inquiries that linked academic learning to their out-of-school lives.

International Journal for the Advancement of Counselling, 2020

Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, 2020

In this chapter we describe how educators can use internet-connected video game systems to suppor... more In this chapter we describe how educators can use internet-connected video game systems to support student learning. Specifically, we explain how teachers can leverage the private and party chat functions in the cur- rent models of the Xbox and PlayStation consoles for remote instruction. Private chat is a no-cost feature on Xbox and PlayStation consoles that allows the user to invite one other person to a private chat-room. Party chat allows the user to invite up to eight people to a private group chat-room. Resources are included for educators interested in learning more about using video game consoles and how to get started learning about online games. Future directions for researching teaching and learning using video game consoles are offered.

Learning Landscapes, 2019

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this pap... more Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children's literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers' reflections on their pedagogy and their students' engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

Teaching the game: An interdisciplinary collection of game course syllabi (Vol. 2), 2021

Theories of multiliteracies (New London Group, 1996) and critical media literacy (Kellner & Share... more Theories of multiliteracies (New London Group, 1996) and critical media literacy (Kellner & Share, 2007) form the overarching structure for the course. Multiliteracies and new literacies studies (Lankshear & Knobel, 2014) are the organizing concepts around which assignments and projects are created. Because most students enrolled in the class are licensed K-12 teachers, video games are considered through the lens of critical multiliteracies, where traditional forms of literacy such as reading, writing, speaking, and listening are expanded to include the processes of analyzing and interpreting multiple forms of text, and of producing and distributing media, while simultaneously examining how social and political constructs such as race, class, and gender are used to construct narratives about people and marginalized groups (Mirra, Morrell, & Filipack, 2018).

Well-designed video games immerse students in meaningful activities that connect their academic learning with the social and cultural practices they engage in outside of school (Vasquez, 2004). With this in mind, readings and online discussions include critiques of the sociocultural and sociopolitical dimensions of multimedia and digital games, and an examination of how learning, language, and literacy are socially constructed. Students are encouraged to consider how video games offer opportunities for contextualized, experiential learning (Dewey, 1938) across and within content areas, while also taking into account what kinds of knowledge are and are not valued at school. In addition to harnessing video games for academic instruction, students in the class investigate how games can offer support for social and emotional learning and encourage prosocial behavior (Kingsley & Olefumi, 2015).

LEARNing Landscapes, 2019

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this pap... more Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

International Journal for the Advancement of Counselling, 2020

Technology plays an increasingly important role in the lives of students and other education stak... more Technology plays an increasingly important role in the lives of students and other education stakeholders. Professional school counselors (PSCs), however, have only tentatively begun to integrate digital tools into their professional work. Given the extensive information and considerations posited by technology and its role in students’ lives, the work of the school counselor has become more complex. This paper argues for expanding the use of interactive technologies specifically within the Delivery System of the American School Counseling Association’s (2012) National Model. We examine how digital communication tools can enhance and extend the ability of PSCs to meet the needs of students. Implications for school counseling programs, PSCs, students, and educators are considered.

Integrating social justice education in teacher preparation programs, 2021

Designing culturally and linguistically relevant and sustaining programs is needed at all levels.... more Designing culturally and linguistically relevant and sustaining programs is needed at all levels. Specifically including this approach in teacher education programs is a crucial goal, as what is learned turns into a multiplicative process through new teachers’ implementation of this approach in their future classes. This chapter introduces the conceptualization and work of the Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) program designed to support the development of Elementary Education Teacher Candidates’ readiness to teach and work with culturally and linguistically diverse learners through Arts-Integration. This chapter describes five focus areas of the program model in re- lation to a main event in the program, the Oral History Classroom Museums and we discuss how this process contributed the Teacher Candidates’ Identity as Teachers as well as to nurture their pedagogical practices. Examples of each area and affordances and challenges faced in this program are discussed.

Integrating social justice education in teacher preparation programs, 2020

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative... more The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The pro

Proceedings of the 2020 AERA Annual Meeting

Digital Culture and Education, 2020

The pivot from a hybrid learning environment to a fully online one brings to the fore questions o... more The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities.
Available at:
https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico

Kristopher M. Goodrich, Karla V. Kingsley, Carlos LópezLeiva & Douglas Daugherty (2016) The Live... more Kristopher M. Goodrich, Karla V. Kingsley, Carlos LópezLeiva & Douglas Daugherty (2016) The Lived Experiences of LGBTQQIAA Advocates in Education, The Teacher Educator, 51:3, 211-229, DOI: 10.1080/08878730.2016.1173156

Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K–12 LGBTQQIAA students’ experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed.

Technology has reshaped conceptions of professional development by increasing access to informati... more Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward collaborating with parents of children with disabilities. This inquiry utilized a digital documentary and online curriculum for inservice K-12 special education and general education teachers’ professional development in a rural school district. Results indicate that teachers who participated in the online professional development showed increased recognition of the importance of collaborating with families. Limitations and implications for future research and practice are addressed in the article.

Voices from the Middle, 2019

We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged ... more We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged in a series of interlocking research projects aimed at
developing a deeper understanding of themselves and the world around them. Joseph Campbell’s The Hero with a Thousand Faces (1968) served as a framework
for students to conduct multidisciplinary inquiries that linked academic learning to their out-of-school lives.

Proponents of video games consider them a useful medium for engaging young people, especially tho... more Proponents of video games consider them a useful medium for engaging young people, especially those who enjoy game play but who are otherwise disengaged academically and/or socially. This paper describes the two major paradigms framing the research on video games: the Active Media perspective, which assumes that players imitate what they see in media, and the Active User perspective, which focuses on what players do with the game. Next, the positive effects of video games on learning and behavior are explored. The paper articulates how video game research can inform the work of educators in multiple ways, and encourages the integration of carefully selected educational games into curricula for engaged learning and to encourage prosocial behavior.

Kingsley, K.V. (2012, November). Teaching 21st Century Skills through Educational Video Games. In... more Kingsley, K.V. (2012, November). Teaching 21st Century Skills through Educational Video Games. In Proceedings of Global Learn 2012 (pp. 176-181). Association for the Advancement of Computing in Education. Chesapeake, VA: AACE.

This paper describes digital game based learning in a graduate program of teacher education. The overarching purpose of the class was to examine digital games and their applicability to school settings. This included locating reliable, up-to-date information about games for educative purposes, including criteria for selecting age-appropriate games, understanding the rating systems for games, and developing a clear sense of the applicability of digital games for a particular learning context. The participants gained sophisticated understandings of the educational value of well-designed electronic games by evaluating games that addressed both core academic knowledge and complex thinking skills. They concluded that no particular video game has the same effect on every player because its meaning is determined primarily by each individual player’s prior experiences and interpretations of the game.

Studies examining whether or not videogames lead to aggression and violence in the real world are... more Studies examining whether or not videogames lead to aggression and violence in the real world are often rooted in the assumption that an inherent, causal relationship exits between violent video game play and violent behavior. Scrutiny of the professional literature reveals that this assumption is not supported by evidence. The purpose of this paper is to critique research based on the premise that video games are “context-free”, irrespective of children’s background experiences and prior knowledge. The question of whether or not to restrict or ban violent video games in order to protect young people from harm is addressed.

Kingsley, K. (2015). Examining the Literature on Risks Associated with Video Games. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 2188-2194). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Encyclopedia of Activism and Social Justice, Mar 13, 2013

Voices from the Middle

We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged i... more We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged in a series of interlocking research projects aimed at developing a deeper understanding of themselves and the world around them. Joseph Campbell’s The Hero with a Thousand Faces (1968) served as a framework for students to conduct multidisciplinary inquiries that linked academic learning to their out-of-school lives.

International Journal for the Advancement of Counselling, 2020

Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, 2020

In this chapter we describe how educators can use internet-connected video game systems to suppor... more In this chapter we describe how educators can use internet-connected video game systems to support student learning. Specifically, we explain how teachers can leverage the private and party chat functions in the cur- rent models of the Xbox and PlayStation consoles for remote instruction. Private chat is a no-cost feature on Xbox and PlayStation consoles that allows the user to invite one other person to a private chat-room. Party chat allows the user to invite up to eight people to a private group chat-room. Resources are included for educators interested in learning more about using video game consoles and how to get started learning about online games. Future directions for researching teaching and learning using video game consoles are offered.

Learning Landscapes, 2019

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this pap... more Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children's literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers' reflections on their pedagogy and their students' engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

Teaching the game: An interdisciplinary collection of game course syllabi (Vol. 2), 2021

Theories of multiliteracies (New London Group, 1996) and critical media literacy (Kellner & Share... more Theories of multiliteracies (New London Group, 1996) and critical media literacy (Kellner & Share, 2007) form the overarching structure for the course. Multiliteracies and new literacies studies (Lankshear & Knobel, 2014) are the organizing concepts around which assignments and projects are created. Because most students enrolled in the class are licensed K-12 teachers, video games are considered through the lens of critical multiliteracies, where traditional forms of literacy such as reading, writing, speaking, and listening are expanded to include the processes of analyzing and interpreting multiple forms of text, and of producing and distributing media, while simultaneously examining how social and political constructs such as race, class, and gender are used to construct narratives about people and marginalized groups (Mirra, Morrell, & Filipack, 2018).

Well-designed video games immerse students in meaningful activities that connect their academic learning with the social and cultural practices they engage in outside of school (Vasquez, 2004). With this in mind, readings and online discussions include critiques of the sociocultural and sociopolitical dimensions of multimedia and digital games, and an examination of how learning, language, and literacy are socially constructed. Students are encouraged to consider how video games offer opportunities for contextualized, experiential learning (Dewey, 1938) across and within content areas, while also taking into account what kinds of knowledge are and are not valued at school. In addition to harnessing video games for academic instruction, students in the class investigate how games can offer support for social and emotional learning and encourage prosocial behavior (Kingsley & Olefumi, 2015).

LEARNing Landscapes, 2019

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this pap... more Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

International Journal for the Advancement of Counselling, 2020

Technology plays an increasingly important role in the lives of students and other education stak... more Technology plays an increasingly important role in the lives of students and other education stakeholders. Professional school counselors (PSCs), however, have only tentatively begun to integrate digital tools into their professional work. Given the extensive information and considerations posited by technology and its role in students’ lives, the work of the school counselor has become more complex. This paper argues for expanding the use of interactive technologies specifically within the Delivery System of the American School Counseling Association’s (2012) National Model. We examine how digital communication tools can enhance and extend the ability of PSCs to meet the needs of students. Implications for school counseling programs, PSCs, students, and educators are considered.

Integrating social justice education in teacher preparation programs, 2021

Designing culturally and linguistically relevant and sustaining programs is needed at all levels.... more Designing culturally and linguistically relevant and sustaining programs is needed at all levels. Specifically including this approach in teacher education programs is a crucial goal, as what is learned turns into a multiplicative process through new teachers’ implementation of this approach in their future classes. This chapter introduces the conceptualization and work of the Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) program designed to support the development of Elementary Education Teacher Candidates’ readiness to teach and work with culturally and linguistically diverse learners through Arts-Integration. This chapter describes five focus areas of the program model in re- lation to a main event in the program, the Oral History Classroom Museums and we discuss how this process contributed the Teacher Candidates’ Identity as Teachers as well as to nurture their pedagogical practices. Examples of each area and affordances and challenges faced in this program are discussed.

Integrating social justice education in teacher preparation programs, 2020

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative... more The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The pro

Proceedings of the 2020 AERA Annual Meeting

Digital Culture and Education, 2020

The pivot from a hybrid learning environment to a fully online one brings to the fore questions o... more The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities.
Available at:
https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico

Kristopher M. Goodrich, Karla V. Kingsley, Carlos LópezLeiva & Douglas Daugherty (2016) The Live... more Kristopher M. Goodrich, Karla V. Kingsley, Carlos LópezLeiva & Douglas Daugherty (2016) The Lived Experiences of LGBTQQIAA Advocates in Education, The Teacher Educator, 51:3, 211-229, DOI: 10.1080/08878730.2016.1173156

Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K–12 LGBTQQIAA students’ experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed.

Technology has reshaped conceptions of professional development by increasing access to informati... more Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward collaborating with parents of children with disabilities. This inquiry utilized a digital documentary and online curriculum for inservice K-12 special education and general education teachers’ professional development in a rural school district. Results indicate that teachers who participated in the online professional development showed increased recognition of the importance of collaborating with families. Limitations and implications for future research and practice are addressed in the article.

Voices from the Middle, 2019

We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged ... more We share the interdisciplinary experiences of 31 eighth graders in an ELA classroom who engaged in a series of interlocking research projects aimed at
developing a deeper understanding of themselves and the world around them. Joseph Campbell’s The Hero with a Thousand Faces (1968) served as a framework
for students to conduct multidisciplinary inquiries that linked academic learning to their out-of-school lives.

Proponents of video games consider them a useful medium for engaging young people, especially tho... more Proponents of video games consider them a useful medium for engaging young people, especially those who enjoy game play but who are otherwise disengaged academically and/or socially. This paper describes the two major paradigms framing the research on video games: the Active Media perspective, which assumes that players imitate what they see in media, and the Active User perspective, which focuses on what players do with the game. Next, the positive effects of video games on learning and behavior are explored. The paper articulates how video game research can inform the work of educators in multiple ways, and encourages the integration of carefully selected educational games into curricula for engaged learning and to encourage prosocial behavior.

Kingsley, K.V. (2012, November). Teaching 21st Century Skills through Educational Video Games. In... more Kingsley, K.V. (2012, November). Teaching 21st Century Skills through Educational Video Games. In Proceedings of Global Learn 2012 (pp. 176-181). Association for the Advancement of Computing in Education. Chesapeake, VA: AACE.

This paper describes digital game based learning in a graduate program of teacher education. The overarching purpose of the class was to examine digital games and their applicability to school settings. This included locating reliable, up-to-date information about games for educative purposes, including criteria for selecting age-appropriate games, understanding the rating systems for games, and developing a clear sense of the applicability of digital games for a particular learning context. The participants gained sophisticated understandings of the educational value of well-designed electronic games by evaluating games that addressed both core academic knowledge and complex thinking skills. They concluded that no particular video game has the same effect on every player because its meaning is determined primarily by each individual player’s prior experiences and interpretations of the game.

Studies examining whether or not videogames lead to aggression and violence in the real world are... more Studies examining whether or not videogames lead to aggression and violence in the real world are often rooted in the assumption that an inherent, causal relationship exits between violent video game play and violent behavior. Scrutiny of the professional literature reveals that this assumption is not supported by evidence. The purpose of this paper is to critique research based on the premise that video games are “context-free”, irrespective of children’s background experiences and prior knowledge. The question of whether or not to restrict or ban violent video games in order to protect young people from harm is addressed.

Kingsley, K. (2015). Examining the Literature on Risks Associated with Video Games. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 2188-2194). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Structured poster session presentation American Educational Research Association (AERA) 2016 Conf... more Structured poster session presentation American Educational Research Association (AERA) 2016 Conference in Washington, DC April 2016

Kingsley, K.V., & Pauly, N. (2015, November). Multiliteracies and Arts-Based Learning for Interdi... more Kingsley, K.V., & Pauly, N. (2015, November). Multiliteracies and Arts-Based Learning for Interdisciplinary Teaching and Authentic Assessment. La Cosecha 20th Annual Dual-Language Conference, Albuquerque, NM.
Website: http://karlak0.wix.com/lacosecha2015

Participants learned ways to integrate the arts into interdisciplinary teaching, explored interactive Web tools to collaborate on instructional planning and classroom teaching, and practiced formative assessment focused on a coherent theory of language. Multiliteracies were used to capture the multimodal nature of language and literacy learning at a dual-immersion school. This participatory professional development session was designed to support in-service teachers and teacher candidates in the development of interdisciplinary curricula, instructional materials, and assessments. The workshop explored the research-based connections between multimodality, technology, the arts, and STEM learning.

Presentation at 2014 National Council for Teachers of English (NCTE), Washington, DC (November) ... more Presentation at 2014 National Council for Teachers of English (NCTE), Washington, DC (November) on using Web 2.0 tools, social media, and interactive technology to teach in the content areas. Integration of critical pedagogy into teacher preparation technology courses.

Kingsley, K. (2013). Preservice Teachers' Perceptions of Interactive Multimedia and Web 2.0 Tools... more Kingsley, K. (2013). Preservice Teachers' Perceptions of Interactive Multimedia and Web 2.0 Tools for Differentiated Instruction and Assessment. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3943-3946). Chesapeake, VA: Association for the Advancement of Computing in Education

Curricular materials for guest lecture to Health Education course. Overview and definitions of di... more Curricular materials for guest lecture to Health Education course. Overview and definitions of digital storytelling, benefits, tools, materials, online resources.

Intersections is an online, peer-reviewed, open access academic journal created by graduate stude... more Intersections is an online, peer-reviewed, open access academic journal created by graduate students and faculty in the department of Language, Literacy and Sociocultural Studies at the University of New Mexico.

Technology workshop for COMEXUS U.S./Mexico Teacher Exchange at the University of New Mexico.