"As technology continues to advance, the success of learners as well as a paradigm shift regarding literacy is critically connected to the new literacies. The new literacies should be explored in research so as to assess curriculum and pedagogy needs in this modern area of learning."
Smith, M., ElBassiouny, A., & Sanders, A. (2020). Partnering across disciplines: Engaging students in peer collaborations on writing assignments. The Journal of Teacher Action Research, 7(1), 101-125.
Sanders, A., Isbell, L., & Dixon, K. (2020). Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy (pp. 1-335). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-1404-7
Sanders, A. (2020). Exploring literary merit of mainstream video games through gaming literacy theory. In Hubbell, G. (Ed.) Critical Definitions of Games: Essays in Game Criticism. McFarland.
Isbell, L., Dixon, K., & Sanders, A. (2019). Arming Teachers for School Safety: Providing Clarity for State Policies. Texas Education Review, 7(2), 6-13. Link to Article.
Dixon, K., Sanders, A., & Putman, R. (2018). Using Microblogging as a social media tool for discussions in higher education classrooms. The Journal of Social Media in Society, 7(1), 339-365. Link to article.
Sanders, A. (2018, April 29). A Study of courage and caring. [Review of the book Early childhood literacy teachers in high poverty schools by M. Landa]. Teachers College Record, http://www.tcrecord.org, ID 22344.
Sanders, A. & Isbell, L. (2017). "Preservice teachers' self-reflection practices when integrating educational technology in the classroom." (p. 254-271). In Fostering reflective teaching practice in pre-service education edited by Z. Djoub. IGI Global: Hershey, PA.
Sanders, A. (2016). Understanding the video game experience through reader response theory. READ: An Online Journal for Literacy Educators, 2(3), 45-62.
Sanders, A. (2016). Preservice teachers' perceptions of reader response and motivation when traditional and digital read-aloud are combined. The Reading Paradigm, 10(1), 5-10.
Isbell, L., & Sanders, A. (2016, September). Incorporating modern professional development to enhance pre-service teachers' knowledge. The Journal of the Effective Schools Project, 23, 31-36.
Sanders, A. (2015). "Emotional response to gaming producing Rosenblatt's transaction." In Emotions, Technology, and Digital Games, edited by S. Tettegah & W.D. Huang, Academic Press.
Sanders, A. & K. Voorhees-Dixon (2014). A brave new world: Preservice teachers understanding and integrating new literacies in the language arts classroom. The Reading Paradigm, 8(1), 4-9.
Sanders, A. (2013). Position paper: Safety for K-12 students: United States policy concerning LGBT safety must provide inclusion. Confero, 1(2), 1-10. doi: 10.3384/confero.2001-4562.13v1i21c
Sanders, A. (2012). Rosenblatt's presence in the new literacies research. Talking Points, 24(1), 2-6.
Sanders, A. M., & Mathis, J. B. (2013). Gay and lesbian literature in the classroom: Can gay themes overcome heteronormativity? Journal of Praxis in Multicultural Education, 7(1), doi: 10.9741/2161-2978.1067
Mathis, J. B., Bailey, A., Knezek, L., Morton, T., Sanders, A., Shearer, R., & Stewart, M. (2011). Nonfiction access to information, insight, and imagination. The Dragon Lode, 29(2), 3-11.
LGBTQ & You: How to Support Your Students: Tips and considerations when including LGBTQ literature in your classroom or library. Dr. Sanders was interviewed for this article.