PUBLICATIONS – Books
Bloome, D., Brown, A. F., Hong, H., &Pinto, M. (Forthcoming). Reading comprehension as intertextual practices: Languaging meaning with written text. Routledge.
Bloome, D., Freeman, E., Horowitz, R., & Katz, L. (2023). Enduring questions: Using Jewish children’s literature in the elementary school classroom. Lanham, MD: Rowman & Littlefield. (Choice Reviews Outstanding Academic Title Award 2024)
Bloome, D., Power-Carter, S., Baker, W., Castanheira, M., Kim, M., & Rowe, L. (2022). Discourse analysis of languaging and literacy events in educational settings: A Microethnographic perspective. New York: Routledge.
Seymour, M., Thanos, T., Newell, G., & Bloome, D. (2020). Teaching Literature Using Dialogic Literary Argumentation. New York: Routledge.
Bloome, D., Newell, G., Hirvela, A., & Lin, T-J., with Brady, J., Ha, S. Y., Kwak, S., Seymour, M., Thanos, T., VanDerHeide, J., & Wynhoff Olsen, A. (2019). Dialogic Literary Argumentation in High School Language Arts Classrooms. New York: Routledge.
Newell, G., Bloome, D., Hirvela, A., with Lin, T-J , VanDerHeide , J., Wynhoff Olsen, A., Buescher, E., Goff, B., Kim, M., Ryu, S., & Weyand, L. (2015). Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms. New York: Routledge.
Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Rowsell, & J., Street, B. (2012). Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu. New York: Taylor & Francis.
Bloome, D., Carter, S., Christian, B., Otto, S., Shuart-Faris, N., Madrid, S., & Smith, M. with Goldman, S., and Macbeth, D. (2009). On discourse analysis in classrooms: Approaches to language and literacy research. New York: Teachers College Press.
Bloome, D., Carter, S., Christian, B., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events A Microethnographic approach. Mahwah, NJ: Erlbaum.
Sheridan, D., Street, B., & Bloome, D. (2000). Writing Ourselves: Mass-Observation and Literacy Practices. Cresskill, NJ: Hampton Press.
Stierer, B., & Bloome, D. (1994). Reading Words: A Critical Commentary on Key Terms in the Teaching of Reading. Sheffield, England: National Association for the Teaching of English.
PUBLICATIONS – Edited Books
(2019). Beach, R. & Bloome, D. (ed.) Languaging relations for transforming the literacy and language arts classroom. New York: Routledge.
(2019) Bloome, D., Castanheira, M., Leung, C., & Rowsell, J. (Eds.) Re-Theorizing literacy practices. New York: Routledge.
(2005). Shuart-Faris, N., & Bloome, D. (Eds.). Uses of Intertextuality in Classroom Educational Research. Greenwich, CT: IAP.
(1998). Egan-Robertson, A., & Bloome, D. (Eds.) Students as Researchers of Culture and Language in Their Own Communities. Cresskill, NJ: Hampton Press.
(1994). Holland, K., Bloome, D., & Solsken, J. (Eds.) (1994). Alternative Perspectives for Assessing Children’s Reading and Writing. Norwood, NJ: Ablex.
(1989). Bloome, D. (ed.) Classrooms and Literacy. Norwood, NJ: Ablex.
(1987). Bloome, D. (ed.) Literacy and schooling. Norwood, NJ: Ablex.
PUBLICATIONS – Journal Articles
Bloome, D. (2024). The Jewish question(s) and literacy practices in time: An essay. Journal of Literacy Research, 56, 4, 312-330.
Blackburn, M., Bloome, D., Harrison, D., Hikida, M., Katz, L., Power-Carter, S., and Warrich, A. K. (2024). Epistemic (In)Justice and the Search for Ways to Language Research on the Teaching and Learning of Literacies, Literatures, and the Language Arts. Research in the Teaching of English, 59, 1.
Kim, M-Y., & Bloome, D. (2021). When Thinking Becomes a Topic of Classroom Conversations Languaging Thinking Practices in a High School English Classroom. Research in the Teaching of English, 56, 2, 177-199.
Brown, A. F. & Bloome, D. (2020). Deconstructing and Reconstructing Language, Race, and Power Relations in a Secondary Classroom in the United States. Revista Linguagem Em Foco, 11, 2, 46-62.
Newell, G., Bloome, D., Kim, M-Y., Goff, B., & The Ohio State University Argumentative Writing Project. (2018). Shifting Epistemologies during Instructional Conversations about “Good” Argumentative Writing in a High School English Language Arts Classroom, Reading and Writing: An Interdisciplinary Journal, 1-24.
Bloome, D., & Kim, M. (2018). Storytelling learning to read as social and cultural processes. Prospects, 46(3), 391-405.
Brown, A., Bloome, D., Morris, J., Power Carter, S., & Willis, A. (2017). Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research. Review of Research in Education, 47, 1, 456-473.
Bloome, D., & Kim, M-Y. (2015). The social and linguistic turns in literacy theory: A retrospective and prospective view. Korean Language Education Research Journal, 36, 495-533.
Bloome, D., & Wilkinson, I. (2012). Argumentation, rationality, and the fragility of reading ad literacy research. Reading Research Quarterly, 47, 4, 349-352.
Bloome, D., Beierle, M., Grigorenko, M., & Goldman, S. (2009). Learning Over Time: Uses of Intercontextuality, Collective Memories, and Classroom Chronotopes in the Construction of Learning Opportunities in a Ninth Grade Language Arts Classroom. Language and Education, 23, 4, 313 — 334.
Bloome, D. (2007). Words and power. Language Arts, 85, 2, 148-152.
Bloome, D., & Enciso, P. (2006). Looking Out Across Columbus: What We Mean By “Multiple Literacies” Theory Into Practice, 45, 4, 296-303.
Christian, B., & Bloome, D. (2004). Learning to Read Is Who You Are. Reading Writing Quarterly, 20, 4. 365-384.
Bloome, D., Katz, L., & Champion, T. (2003). Young children’s narratives and ideologies of language. Reading and Writing Quarterly, 19, 2, 205-224.
Bloome, D., & Carter, S. (2001). Lists in Reading Education Reform. Theory Into Practice. 40, 3, 150-157.
Bloome, D., Katz, L., Solsken, J., Willett, J., & Wilson-Keenan, J. (2000). Interpellations of family / community and classroom literacy practices. Journal of Educational Research, 93, 3, 155-164.
Bloome, D., & Kinzer, C. (1998). Hard Times and Cosmetics: Changes in Literacy Instruction? Peabody Journal of Education, 73, 3&4, 341-375.
Bloome, D. & A. Dail. (1997) Toward (re)defining miscue analysis: Reading as a social and cultural process. Language Arts, 74, 8, 610-617.
Bloome, D. (1997). This is literacy: Three challenges for teachers of reading and writing. Australian Journal Of Language And Literacy, 20, 2, 107-115.
Bloome, D., & Katz, L. (1997). Literacy as social practice and classroom chronotopes. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13, 3, 205-226.
Bloome, D. (1993). Necessary indeterminacy: Issues in the microethnographic study of reading as a social process. Journal of Reading Research, 16, 2, 98-111.
Bloome, D., Sheridan, D., & Street, B. (1993). Reading Mass-Observation Writing. Auto/biography, 2, 2, 7-38.
Bloome, D. with Bloomekatz, R., and Sander, P. (1993). Literacy, democracy, and the Pledge of Allegiance. Language Arts, 70, 8, 655-658. (Reprinted in I. Shor & C. Pari [eds.] [in press] Education is politics, vol. 1. Portsmouth, NH: Heinemann – Boynton/Cook)
Bloome, D, and Egan-Robertson, A. (1993). The social construction of intertextuality and classroom reading and writing. Reading Research Quarterly, 28, 4, 303-333.
Bloome, D. (1993). The social construction of intertextuality and the boundaries of school literacy. Changing English, 1, 1, 168-178.
Bloome, D., Harris, O., & Ludlam, D. (1991). Reading and writing as social and cultural activities: Politics and pedagogy in the whole language classroom. Topics in Language Disorders, 11, 3, 14-27.
Bloome, D. & Ludlam, D. (1990-1991). Redefining reading and writing – Complex human activities in complex human relationships. Greater Washington Reading Council Journal, 15, 1-4.
Bloome, D. & Nieto, S. (1990). Children and basal readers. Theory Into Practice, 28, 4, 258-264.
Bloome, D. (1990). Toward a more delicate elaboration of procedural display: A rejoinder to Atkinson and Delamont. Curriculum Inquiry, 20, 1, 71-73.
Bloome, D. Puro, P. & Theodorou, E. (1989). Procedural display and classroom lessons. Curriculum Inquiry, 19, 3, 265-291.
Ems, D. & Bloome, D. (1988). What counts as error. Michigan Academician, 20, 3, 46-64.
Puro, P. & Bloome, D. (1987). Understanding classroom communication. Theory Into Practice, 26, 1, 26-31.
Bloome, D. (1986). Building literacy and the classroom community. Theory Into Practice, 25, 2, 71-76.
Bloome, D. (1985). Reading as a social process. Language Arts, 62, 4, 134-142.
Bloome, D. & Twymon, S. (1985). Exploring classroom interaction. Educational Horizons, 63, 4, 150-153.
Bloome, D. & Theodorou, E. (1985). Reading, writing and learning in the classroom. Peabody Journal of Education. 62, 3, 20-43.
Bloome, D. & Golden, C. (1982). Literacy learning, classroom processes, and race: A microanalytic study of two desegregated classrooms. Journal of Black Studies, 13, 2, 207-226.
Bloome, D. & Kessler, C. (1982). Looking beyond the answer sheet. Reading Instruction Journal, 26, 1, 22-25.
Bloome, D. & Ripich, D. (1979). Saturday morning children’s television commercials: A sociolinguistic perspective. Theory Into Practice, 18, 4, 220-225.
PUBLICATIONS – Book Chapters
Bloome, D. (2023). Yedes vort oyf zayn ort (Every word in its place). In J. Ávila (Ed.) Leaders in English language arts education research (pp. 50-60). Brill.
Hong, H., & Bloome, D. (2023). Languaging the social construction of everyday life in classrooms. In A. Skukauskaitė & J. Green (Eds.) Interactional ethnography: Designing and conducting discourse-based ethnographic research. (pp. 780-88). New York: Routledge.
Kim, M-Y., Beach, R., & Bloome, D. (2022). Reconceptualizing Reflection as Relational Ontological Practices Within the Context of Writing Instruction. In T. Hodges (ed.) Handbook of research on teacher practices for diverse writing instruction. (pp. 163-184). Hershey, PA: IGI Global.
Power-Carter, S., & Bloome, D. (2022). Dialoguing and personhood. In Compton-Lilly, C., Ellison, T. L., Perry, K. & Smagorinsky, P. (eds.) Whitewashed critical perspectives: Restoring the edge to edgy ideas in literacy education. (pp. 138-163). New York: Routledge.
Bloome, D., & Faust, S. (2020). Exploring philosophical framings of personhood in the relationship of students’ out-of-school lives and classroom practices. In Literacy Research: Theory, Method and Practice. doi.org/10.1177/2381336920937261
Ryu, S., & Bloome, D. (2020). Microethnographic discourse analysis for transforming education. In M. Knobel, J. Kalman, & C. Lankshear (eds.) Data analysis, interpretation, and theiry in literacy studies research. (pp. 17-32). Gorham, Maine: Myers Education Press.
Bloome, D., Brown, A., Kim, M., & Tang, R. (2019). Languaging personhood in classroom conversation. In R. Beach & D. Bloome (ed.) Languaging relations across social worlds. (pp. 235-254). New York: Routledge.
Bloome, D., Kalman, J., & Seymour, M. (2019). Fashioning Literacy as Social. In Bloome, D., Castanheira, M., Leung, C., & Rowsell, J. (eds.) Re-theorizing literacy practices. New York: Routledge.
Rowsell, J., Bloome, D., Castanheira, M., & Leung, C. (2019). Introduction. In Bloome, D., Castanheira, M., Leung, C., & Rowsell, J. (eds.) Re-theorizing literacy practices. New York: Routledge.
Newell, G., & Bloome, D., and the Argumentative Writing Project. (2017). Teaching and learning literary argumentation in high school English language arts classrooms. In D. Appleman & K. Hinchman (Eds.) Adolescent Literacy: A Handbook of Practice-based Research. (pp. 379-3970. New York: Guilford.
Bloome, D., & Green, J. (2015). The social and linguistic turns in studying language and literacy. In J. Rowsell & K. Pahl (Eds.) The Routledge Handbook Of Contemporary Literacy Studies (pp. 19-34). New York: Routledge.
Bloome, D. (2015). Almaty and Columbus: Theorizing the local. In D. Landis & S. Mirseitova (Eds.) Knowing what’s local: Ethnographic inquiry, education and democracy. (pp, 173-181). Charlotte, NC: Information Age Press.
Bloome, D., Averill, J., Hill, H., & Ryu, S. (2014). Ideologies and their consequences in defining literacies – An essay. In P. J. Dunston, S. K. Fullerton, C. C. Bates, P. M. Stecker, M. Cole, A. Hall, D. Herro, & K. Headley (Eds.) 63rd Yearbook of the Literacy Research Association. (pp. 61-78). Altamonte Springs, FL: Literacy Research Association.
Wynhoff Olsen, A., Ryu, S., & Bloome, D. (2014). (Re)constructing rationality and social relations in the teaching and learning of argumentative writing in two high school English language arts classrooms. In P. J. Dunston, S. K. Fullerton, C. C. Bates, P. M. Stecker, M. Cole, A. Hall, D. Herro, & K. Headley (Eds.) 62nd Yearbook of the Literacy Research Association. (pp. 359-376). Altamonte Springs, FL: Literacy Research Association.
Bloome, D. (2013). The Social Turn in Language and Literacy Research and the Qualitative Similarity Hypothesis: Particularity, Practice, Time, and Part-Whole Relations. In P. Paul, Y. Wang, & C. Williams (Eds.) Qualitative Similarity Hypothesis: Implications for the Development of Language and Literacy in d/Deaf and Hard of Hearing Individuals.
Bloome, D., & Power Carter, S. (2013). Microethnographic discourse analysis, In P. Albers, T. Holbrook, & A. Seely Flint (Eds.) New literacy research methods. New York: Routledge.
Bloome, D., Katz, L., Hong, H., May-Woods, P., & Wilson, M. (2012). Methodologies in Research on Young Children and Literacy. In N. Hall, J. Larson, & J. Marsh (eds.) Handbook of research in early childhood literacy [2nd edition]. London: Sage.
Bloome, D., Chapman, T., & Freebody, P. (2011). Complexity, Multiplicity, ‘Timeliness’, and Substantive Engagement: Methodologies for Researching the Teaching of the English Language Arts. In D. Lapp & D. Fisher (Eds.). Handbook of research on teaching the English language arts. [2nd edition]. New York: Taylor & Francis.
Bloome, D., Carter, S., & Brown, A. (2010). Studying Literacy Practices in Classrooms Using Critical Discourse Analysis: From the Bottom Up. In Sj Miller & D. Kirkland (eds.) Change Matters: Qualitative Research Perspectives for Moving Social Justice Theory to Policy. (pp. 131-144). New York: Peter Lang Publishing.
Bloome, D., & Newell, G. (2010). 23 Notes in Search of Growing Up an Author – Or Not. In P. Anders (ed.) Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman. (pp. 61-75). New York: Routledge.
Dixson, A., & Bloome, D. (2007). Jazz, Critical Race Theories, and the Discourse Analysis of Literacy Events in Classrooms. In C. Clark and M. Blackburn (Eds.) New Directions in Literacy Research for Political Action and Social Change. (pp. 29-52). New York: Peter Lang.
Bloome, D., & Clark, C. (2006). Discourse-in-use. In J. Green, G. Camilli, & P. Elmore (Eds.) Complementary methods in research in education. Mahwah, NJ: Erlbaum.
Bloome, D. (2005). The people write back: Community literacy practices and the visibility of the ordinary writer. In J. Anderson, M. Kendrick, T. Rogers & S. Smythe (eds.) Portraits of Literacy: Critical Issues in Family, Community and School Literacies. (pp. 301-319). Mahwah, NJ: LEA Press.
Bloome, D. (2005). Introductions to the Study of Classroom Language and Literacy, in Particular. In R. Beach et al. (eds.) Multidisciplinary perspectives on literacy research.(pp. 275-292). Cresskill, NJ: Hampton Press.
Goldman, S., & Bloome, D. (2005). Learning to construct and integrate. In A. F. Healy (ed.) Experimental cognitive psychology and its applications. (pp. 169-182). Washington, DC: American Psychological Association.
Bloome, D., & Katz, L. (2003). Methodologies in Research on Young Children and Literacy. In N. Hall, J. Larson, & J. Marsh (eds.) Handbook of research in early childhood literacy (pp. 381-399). London: Sage.
Bloome, D. (2003). Narrative discourse. In A. Graesser, M. Gernsbacher, & S. Goldman (eds.) Handbook of Discourse Processes. Mahwah, NJ: Erlbaum.
Bloome, D. (2003). Anthropology and research on teaching the English language arts. In J. Flood, J. Jensen, D. Lapp & J. Squire (Eds.) Handbook of research in teaching the English language arts. (pp. 53-66). Mahwah, NJ: Erlbaum. (Substantially revised version of chapter published in 1991).
Bloome, D. (2001). Boundaries on The Construction of Literacy in Secondary Classrooms: Envisioning Reading and Writing in a Democratic and Just Society. In Moje, E. B., & O’Brien, D. (Eds.). Constructions of literacy: Studies of teaching and learning literacy in secondary classrooms. Mahwah, NJ: Erlbaum.
Bloome, D., Champion, T., Katz, L., Morton, M., & Muldrow, R. (2000). Spoken and written narrative development: African-American preschoolers as storytellers and storymakers. (pp. 45-76). In J. Harris, M. Kamhi, & K. Pollock (eds.) Literacy in African-American communities. Mahwah, NJ: Erlbaum.
Bloome, D., Landis, D., & Villemaire, J. (1999). Reading reading miscue research. In A. Marek & C. Edelsky (eds.) Reflections and connections; Essays in honor of Kenneth S. Goodman’s influence on language education (pp. 145-165). Cresskill, NJ: Hampton Press.
Bloome, D. (1998). Talk back: Best practices in university programs. In J. Scott & Y. Hardaway (eds.) Diversity at its best (pp. 35-38). Memphis, TN: University of Memphis, Office of Diversity.
Curry, T., & Bloome, D. (1998). Learning to write by writing ethnography. In A. Egan-Robertson & D. Bloome (eds.) Students as researchers of culture and language in their own communities (pp. 37-58). Cresskill, NJ: Hampton Press.
Green, J., & Bloome, D. (1997). Ethnography and ethnographers of and in education: A situated perspective. In J. Flood, S. Heath, & D. Lapp (eds.) A handbook of research on teaching literacy through the communicative and visual arts. (pp. 181-202). New York: Simon & Shuster Macmillan.
Bloome, D. (1994). You can’t get there from here: An anthropological perspective on assessing children’s reading and writing. In Holland, K., Bloome, D., & Solsken, J. (Eds.) Alternative Perspectives for Assessing Children’s Reading and Writing. Norwood, NJ: Ablex.
Bloome, D. (1992). Interaccion e intertextualidad en el estudio de la lectoescritura en las aulas: el microanalisis como tarea teorica. (Interaction and intertextuality in the study of classroom reading and writing events: Microanalysis as a theoretical enterprise. ) Investigacion ethnografica en educacion. (pp. 123-180). Mexico City: Universidad Nacional Autonoma de Mexico.
Willett, J., & Bloome, D. (1992). Literacy, Language, School and Community: A Community-Centered Perspective. In C. Hedley & A. Carrasquillo (Eds.) Whole language and the bilingual learner (pp. 35-57). Norwood, NJ: Ablex.
Bloome, D. & Bailey, F. (1992). Studying language and literacy through events, particularity, and intertextuality. In R. Beach, J. Green, M. Kamil & T. Shanahan (Eds.) Multiple Disciplinary Approaches to Researching Language and Literacy. (pp. 181-210). Urbana, IL: NCTE & NCRE.
Bloome, D. (1991). Anthropology and research on teaching the English language arts. In J. Flood, J. Jensen, D. Lapp & J. Squire (Eds.) Handbook of research in teaching the English language arts. (pp. 46-56). NY: Macmillan.
Bloome, D. & Willett, J. (1991). Toward a micropolitics of classroom interaction. In J. Blase (Ed.) The politics of life in schools: Power, conflict, and cooperation. (pp. 207-236). Newbury Park, CA: Sage.
Solsken, J. & Bloome, D. (1990). Naftali’s profession. In L. Bird & K. Goodman (Eds.) The whole language catalog. (p.82). NY: Macmillan.
Bloome, D., & Bloomekatz, J. (1990). The monster’s friend. In L. Bird & K. Goodman (Eds.) The whole language catalog. (p.359). NY: Macmillan.
Bloome, D. (1990). Great teachers: Toby Kahn Curry. In L. Bird & K. Goodman (Eds.) The whole language catalog. (p. 229). NY: Macmillan.
Bloome, D. (1989). Beyond access: A sociolinguistic and ethnographic study of reading and writing in a culturally diverse middle school classroom. In D. Bloome (Ed.) Classrooms and literacy. Norwood, NJ: Ablex.
Bloome, D., Cassidy, C., Chapman, M., & Schaafsma, D. (1988). Debates and training, journeys and economics, disease: Reading instruction and underlying metaphors in Becoming a nation of readers. In J. Davidson (Ed.) Counterpoint and beyond: A response to Becoming a Nation of Readers. Urbana, IL: National Council of Teachers of English.
Bloome, D. (1989). Locating learning in reading and writing instruction. In C. Emihovich (Ed.) Locating learning: Ethnographic perspectives. Norwood, NJ: Ablex.
Bloome, D. & Theodorou, E. (1988). Analyzing teacher—student and student -student discourse. In J. Green & J. Harker (Eds.) Multiple disciplinary perspectives on classroom discourse. Norwood, NJ: Ablex.
Bloome, D. (1987). Reading as a social process in a middle school classroom. In D. Bloome (Ed.) Literacy and schooling. (pp. 123-149). Norwood, NJ: Ablex.
Bloome, D. & Green, J. (1985). Looking at reading instruction: Sociolinguistic and ethnographic approaches. In C. Hedley & A. Barrata (Eds.) Contexts of reading. Norwood, NJ: Ablex.
Bloome, D. & Knott, G. (1985). Teacher-student discourse. In D. Ripich & F. Spinnelli (Eds.) School discourse problems. Boston: College Hill Press.
Bloome, D. & Green, J. (1984). Directions in the sociolinguistic study of reading. In P. Pearson, M. Kamil, R. Barr & P. Mosenthal (Eds.) Handbook of reading research. NY: Longman.
Bloome, D. (1983). Reading as a social process. In B. Hutson (Ed.) Advances in reading/language research, v.2. (pp 165-195). Greenwich, CT: JAI Press.
Bloome, D. & Green, J. (1982). The social contexts of reading: Multidisciplinary perspectives. In B. Hutson (Ed.) Advances in reading/language research, v.1. Greenwich, CT: JAI Press.
PUBLICATIONS – Annual Reviews, Encyclopedia Articles, Yearbook Chapters
Bloome, D. (2024). Ethnography for English studies. In C. Leung & J. Lewkowicz (Eds.) The Routledge Companion to English Studies (2nd edition). Routledge.
Bloome, D., & Power-Carter, S. (2023). Languaguing and reading. In C. A. Chapelle, W. S. E. Lam, & R. Darvin (Eds.) The Encyclopedia of Applied Linguistics (2nd Ed.). Wiley.
Bloome, D., Janks, H., Olsen, A.W. (2023). In R. Tierney, F. Rizvi, K. Erkican, (Eds.), International Encyclopedia of Education, 10. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.07052-4.
Castanheira, M. L., & Bloome, D. (In press). Brian Street. In H. Callan (Ed.) Encyclopedia of Anthropology. Wiley Blackwell.
Bloome, D., & Green, J. (2018). Ethnography. In The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage.
Bloome, D., Carvalho, G., & Ryu, S. (2018). Researching academic literacies. In A. Phakiti, P. De Costa, L. Plonsky & S. Starfield (Eds.) The Palgrave handbook of applied linguisdtics research methodology. (pp. 887-902). London: Palgrave Macmillan.
Bloome, D., Kim, M., Hong, H., & Brady, J. (2018). Multiple Source Use when Reading and Writing in Literature and Language Arts in Classroom Contexts. In Braasch, J. L., Bråten, I., & McCrudden, M. T. (Eds.). Handbook of Multiple Source Use (pp. 254-266). New York: Routledge.
Bloome, D., Beauchemin, F., Brady, J., Buescher, E., Kim, M., & Schey, R. (2018). Anthropology of education, anthropology in education, and anthropology for education. In H. Callan (ed.) The International Encyclopedia of Anthropology. Hoboken, NJ: John Wiley & Sons. (DOI: 10.1002/9781118924396.wbiea2140)
Bloome, D., & Ryu, S. (2017). Literacies in the classroom. In S. May (Ed.). Encyclopedia of Language and Education. (3rd Edition). Berlin: Springer.
Bloome, D. & Beauchemin, F. (2016). Languaging everyday life in classrooms. In Literacy Research: Theory, Method, and Practice. Vol. 62, 152-165.
Bloome, D. (2015). The role of talk in group-based activity in classrooms. In N. Markee (ed.) The Handbook of Classroom Discourse and Interaction. (pp. 128-141). Madlen, MA: John Wiley and Sons, Inc.
Bloome, D., & Hong, H. (2013). Reading and intertextuality. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, Vol VIII PR-SE, (pp. 4872-4879). New York, NY: John Wiley & Sons, Inc.
Green, J., & Bloome, D. (2012). Video documentation and analysis in literacy studies. In C. Chapelle (Ed.) Encyclopedia of applied linguistics. Oxford: Blackwell.
Bloome, D. (2008). Literacies in the classroom. In B. V. Street & N. H. Hornberger (ed.) Encyclopedia of language and education: Vol 2 – Literacy. (pp. 251-264). New York: Springer.
Bloome, D. (1994). Classroom language. In A. Purves (ed.) Encyclopedia of English studies and language arts. (pp. 189-192). New York: Scholastic.
Bloome, D. (1994). Critical language study. In A. Purves (ed.) Encyclopedia of English studies and language arts. (pp. 315-316). New York: Scholastic.
Bloome, D. (1994). Reading as a social process. In A. Purves (ed.) Encyclopedia of English studies and language arts. (pp. 999-1002). New York: Scholastic.
Bloome, D. & Green, J. (1992). Educational contexts of literacy. Annual Review of Applied Linguistics, 12, 49-70.
Bloome, D. (1985). Bedtime story reading as a social process. Thirty-fourth yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
Bloome, D. (1984). A socio-communicative perspective of formal and informal classroom reading events. Thirty-third yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
Bloome, D. & Argumedo, B. (1983). Procedural display and classroom interaction at the middle school level: Another look at academic engaged time. Middle school research: Selected studies 1983.
Green, J. & Bloome, D. (1983). Ethnography and reading: Issues, approaches, criteria and findings. Thirty-second yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
Bloome, D. (1983). Classroom reading instruction. Thirty-second yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
MISCELLANEOUS PUBLICATIONS and WRITTEN PRODUCTS
Blackburn, M., Bloome, D., Harrison, D., Hikida, M., Katz, L., Power-Carter, S., & Warraich, A. K. (2023). Outlook for research today and tomorrow. NCTE Council Chronicle, 33, 2, 23-26.
Bloome, D. (2019). Personal tribute. In A. Rofers (ed.) Brian Street Memorial lecture. Norwich, UK: Occasional Research Papers No. 1, School of Education and Lifelong Learning, University of East Anglia.
Bloome, D. (2018) Foreword. Revista Brasileira de Linguística Aplicada, 18, 4, 697-702.
Bloome, D. (2018). Letra: o jornal do alfabetizador. Interview with David Bloome, 14, 50, 20-23. Interview with David Bloome Sistema educacional, formação de professores, leitura e escrita nos Estados Unidos Por J. Pedro de Carvalho. (in Portuguese).
Bloome, D., & Beauchemin, F. (2017). LRA Research to Practice Episode 21 – Languaging Everyday Life in Classrooms. On-line video recorded interview available at https://www.youtube.com/watch?v=xuWZr0jkGz0&feature=youtu.be on November 4, 2017.
Bloome, D. (2017). “Brian Vincent Street.” Anthropology News website, September 22. doi: 10.1111/AN.636
Bloome, D. (2016). Reflections on Language and Social Processes – When the Monsters Come. Newsletter of the AERA Special Interest Group on Language and Social Processes, 37, 1, 7-8.
Bloome, D. (2013). Five ways to read a curated archive of digital narratives. In S. Dewitt, C. Selfe, & L. Ullman, (Eds.) Stories that speak to us: Exhibits from the digital archive of literacy narratives. On-line publication located at: <http://ccdigitalpress.org/ebooks-and-projects/stories>
Bloome, D., & Willis, A. (2013) Discourse Analysis and Literacy. Recorded conversation, edited transcription to be published in Language Arts, audio to be available on Language Arts web site.
Bloome, D. (2008). Forward: 3/5 of a language? In J. Scott D. Straker & L. Katz, (Ed.) Affirming students’ right to their own language. New York: Routledge.
Wilkinson, I., & Bloome, D. (2008). Research as principled, pluralistic argument. Reading Research Quarterly. 43, 1, 6-8.
Bloome, D., & Paul, P. (Guest editors) (2006). A special issue of Theory Into Practice on “Literacies of and for a Diverse Society: Curriculum, Instruction and Multiple Literacies. Bloome, D., & Paul, P. (2006). This issue: Literacies of and for a diverse society Theory Into Practice, 45, 4,293-295.Bloome, D. (2006). What counts as evidence in researching spoken and written discourses? Research in the Teahcing of English, 41, 143-147.
Bloome, D. (2005). Re-search, midwifery, and carnival in creating the place(s) of research in doctoral education. In C. Hancock & P. Paul (Eds.) Essays on the role and nature of research within the Ph.D. program in education (pp. 223-265). Columbus, OH: The Ohio State University.
Bloome, D. (2005). Forward to Kist, W. Pioneers of New Literacies:Case Studies of Six Classrooms. New York; Teachers College Press.
Bloome, D. (2004). “When Adolescents Can’t and Won’t Read” – Complex Human Activities Taking Place in Complex Human Relationships. In Perspective (an e-journal) Columbus, OH: Ohio Department of Education and the Ohio Resource Center for Mathematics, Science, and Reading.
Bloome, D. (2003). President’s Update: Reading Comprehension as Intertextual Practice. Council Chronicle (a publication of the National Council of Teachers of English), November < www.ncte.org/portal/30_view.asp?id=112184>
Bloome, D. (2003). President’s Update: Antithetical Knowledge–Race Critical Theories and Critical Race Theory. Council Chronicle (a publication of the National Council of Teachers of English),Sept. <www.ncte.org/portal/30_view.asp?id=111065>
Bloome, D. (2003). President’s Update: What’s So Critical About Language? . Council Chronicle (a publication of the National Council of Teachers of English), May, <www.ncte.org/portal/30_view.asp?id=107631
Bloome, D. (2003). President’s Update: What’s So Critical About Critical? . Council Chronicle (a publication of the National Council of Teachers of English), Feb. <www.ncte.org/portal/30_view.asp?id=107334
Bloome, D., with others. (2002) Celebrating the Languages and Literacies of Our Lives – Televised Not. The 2002 NCTE Presidential Address. (Published in print by the National Council of Teachers of English; also published as a CD and on the web <www.ncte.org>).
Bloome, D. (2003). How to Read the 2002 NCTE Presidential Address. (Published as a CD and on the web <www.ncte.org>).
Bloome, D. (2001). Some thoughts on directions for NCRLL at the beginning of the 21st Century. Newsletter of the National Conference on Research on Language and Literacy.
Bloome, D., & Harste, J.C. (2001). Teaching, Learning and Growing As A Member of A Professional Education Community. Language Arts. 79, 1, 38-39.
Bloome, D. (2000). A brief consideration of the relationship of literacy and schooling. Reading Research Quarterly., 35, 3.
Bloome, D. (1998). Forward to D. Barton & M. Hamilton, Local Literacies. London: Routledge.
Bloome, D., Champion, T., & Katz, L. (1997). African American preschoolers as storytellers; Developing a repertoire of spoken and written narrative styles. (Final report to the National Council of Teachers of English Research Foundation). Available at: www.ncte.org/research/reports/DavidBloome.PDF
Bloome, D. (1995) Viewpoints: A Symposium on the Usefulness of Literacy Research. Research In The Teaching of English, 29, 3, pp. 331-333.
Harris, O., Anderson, V., Bloome, D., & Champion, T. (1995). A Select Bibliography of Research on Africanized English and Education. Linguistics and Education, 7, 2, 151-156.
Bloome, D. (1994). On the Nature of Language in Classroom Literacy Research: A Response to McCarthey’s “Authors, Text, And Talk: The Internalization Of Dialogue From Social Interaction During Writing”. Reading Research Quarteryl, 29, 3, 223-240.
Bloome, D. (1993). Describing the Shared Morality of Classroom Interaction: Response to David Hansen’s “The Emergence of a Shared Morality in a Classroom.” Curriculum Inquiry, 23, 2, 221-226.
Bloome, D. (1993). Introduction: Making writing visible on the outside. In D. Barton, D. Bloome, D. Sheridan & B. Street. Ordinary people writing: The Lancaster & Sussex writing research projects. Centre for Language in Social Life Working Paper Series #51. Lancaster (UK): University of Lancaster.
Bloome, D., Street, B., & Sheridan, D. (1993). Reading Mass-Observation Writing: Notes for Researchers, students and others conducting research with the Mass-Observation Archive. Brighton (UK): University of Sussex Library, The Mass-Observation Archive.
Bloome, D. (1993). Reading and writing practices. The Mass-Observation Archive Newsletter, No. 3, October, p. 5.
Bloome, D. (1990). On the whole in whole language. TAWL Newsletter. 2, 2, 1-2.
Bloome, D. (1986). Co-editor with G. Knott. Special issue of Theory Into Practice on Building literacy.
Bloome, D. (1984). Gaining access to and control of writing and reading resources: Final report to the NCTE Research Foundation. Urbana, IL: National Council of Teachers of English.
Bloome, D. & Green, J. (1982). Capturing the social contexts of reading of urban, Black junior high school youth in home, school and community settings: A sociolinguistic ethnographic approach. Final report to the National Institute of Education. Washington, DC: U.S. Dept. of Education.
BOOK REVIEWS
Averill, J., & Bloome, D. (2013). Writing for Change: Research as Public Pedagogy and Arts-based Activism. Teachers College Record. http://www.tcrecord.org. ID: 17177, Date Accessed: 7/19/2013.
Bloome, D., & Kapoor, R. (2001). Book review of Literacy: An International Handbook. Anthropology and Education Quarterly (published on the journal’s electronic forum).
Otto, S., & Bloome, D. (2000). Studies of everyday literacy practices and case study methodology. Journal of Literacy Research, 32, 1, 129-139.
Bloome, D., & Landis, D. (1999). Review of Neil Mercer’s Guided Construction of Knowledge. Qualitative Studies in Education, 12, 1, 103-121.
Bloome, D., & Talwalkar, S. (1997). Critical discourse analysis and the study of reading and writing. Reading Research Quarterly. 32, 1, 2-11.
Bloome, D., & Horowitz, R. (1994). Review of Brian Street’s Cross-cultural Approaches to Literacy and Jenny Cook-Gumperz & Deborah Keller-Cohen’s Alternative Literacies (A themed issue of Anthropology and Education Quarterly). Critical Forum, 3, 1, 90-94.
Bloome, D. (1993). Influential speech: A review of John A. Lucy. Language Diversity and Thought: A Reformulation of the Linguistic Relativity Hypothesis. and John A. Lucy. Grammatical Categories and Cognition: A Case Study of the Linguistic Relativity Hypothesis. The [London] Times Higher Education Supplement. (March 12, 1993, p. 29)
Bloome, D. (1985). Individual, collective and classroom education. A review of W. Doise & A. Palmonari (Eds.) Social interaction in individual development. Published in The Review of Education, 11, 2, 123-126.
Bloome, D. (1984). Review of S. Heath, Ways with words: Language, life and work in communities and classrooms. Published in The Reading Teacher, 37, 6, 882-884.
Bloome, D. (1983). Review of Language and literacy: The selected writings of Kenneth S. Goodman. Published in The Reading Teacher, 36, 6, 601-603.
DISSERTATION
An ethnographic approach to the study of reading activities among Black junior high school students: A sociolinguistic ethnography. (Kent State University, Kent, Ohio, 1981).
GRANTS
(2020). D. Bloome, principal investigator & P. Granello, co-principal investigator. Literacy practices as barriers and assets for people 18 to 40 years old with bipolar conditions. Research grant from the College of Education and Human Ecology, The Ohio State University.
(2014). G. Newell, principal investigator. D. Bloome, Alan Hirvela, Tzu-Jung Lin, co-principal investigators. Teaching and Learning Literature-Related Argumentative Writing in High School English Language Arts Classrooms. Funded by U.S. Department of Education, Institute of Educational Science (2014 to 2019).
(2012). International Seed Grant to Develop a Joint Graduate Course on Culture, Language & Literacy Research with The Department of Teaching & Learning at The Ohio State University, and the Programa de Pós Graduação Conhecimento e Inclusão Social da Faculdade de Educação, Universidade Federal de Minas Gerais, Brasil. Funded by the College of Education and Human Ecology, OSU.
(2010). G. Newell, principal investigator. D. Bloome, Alan Hirvela, Helen Marks co-principal investigators. Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms. Funded by IES.
(2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011). Columbus-Area Writing Project Grant – National Writing Project.
(2009). J. Case-Smith, principal investigator. D. Bloome co-principal investigator. Write Start. Funded by IES.
(2008). G. Newell, principal investigator. D. Bloome, & A. Hirvela co-investigators. Teaching and Learning Argumentative Reading and Writing in Ninth and Twelfth Grade English Language Arts Classrooms. (Funded by Center for the Study of Teaching Writing, OSU).
(2007). “Composing in a Different Key,” George Newell, PI and David Bloome Co-PI. Batelle Foundaion
(2002) Learning Sciences Institute Seed Grant for a Research Project titled “From Boundaries to Bridges” (with Alfredo Artiles, Angela Arzubiaga, Chris Iddings, Bob Innes, Victoria Risko)
(2002) Learning Sciences Institute Small Grant for Holding a Conference on the Analysis of Classroom Videotape Data (with Chris Iddings, Charles Kinzer, Kevin Leander, Victoria Risko, Deborah Rowe)
(1999) Research grant from Peabody College’s Small Grant Program for Creating an Electronic Data Base of Young Children’s Spoken and Written Narratives.
(1997-2002) Research Grant from the Spencer Foundation , “Using Multiple Texts for Academic Learning; Social and Cognitive Perspectives.” (With Susan Goldman).
(1996) Research Grant from the U.S. Department of Education. “Student Achievement From A Whole Day Whole Year Perspective.” (With J. Bransford, S. Goldman, & T. Hasselbring).
(1996) Research Grant from the National Council of Teachers of English Research Foundation: “African-American Preschoolers as Storytellers: Developing A Repertoire of Spoken and Written Narrative Styles.”
(1996). Provost’s Initiative on Cultural Diversity in the Curriculum; “Understanding and Celebrating language Diversity: Enhancing Pre-Service teacher Education.”
(1994) Received a Jacob Burns Grant for Faculty Programming titled “On Being Jewish in Academia: Learning To Articulate the Ethical Questions and Issues“ (co-authored with Rabbi Saul Perlmutter).
(1992). Fulbright Grant-in-Aid from the Council for the International Exchange of Scholars.
(1992). Conversations Across the Disciplines Mini-Grant from the Office of The President of The University of Massachusetts entitled, “Implications of the Concepts of Family Literacy and Intergenerational Literacy for Program Development, Teacher Education, and Research.”
(1989). Faculty Research Grant from The University of Massachusetts, Graduate School for a study on “The Making of Yisker Bikher.”
(1988). University of Massachusetts, School of Education, Laboratory for Research on Teaching for a study on “Redefining Reading Difficulties.” (1987). Faculty Research Grant from The University of Massachusetts Graduate School for a study titled “A Survey of Junior High School Students Non-School Literacy Activities.”
(1985). Elva Knight Research Award from the International Reading Association for a study titled Culture, language, literacy and schooling.
(1982). From the National Council of Teachers of English Research Foundations for a study titled Gaining access to, control of and use of reading and writing resources: K-8.
(1981). From the Spencer Foundation Seed Grant Program for a study titled Analysis of social, communicative and cognitive contexts of literacy instruction in kindergarten, first and second grade classrooms.
(1979). From the U.S. Dept. of Education, National Institute of Education for a study titled Capturing the social contexts of reading on urban Black junior high school youth in home, school, and community settings: A sociolinguistic ethnographic approach.
(1979). Martha Holden Jennings Teacher-leader award from the Martha Holden Jennings Foundation for a project on school desegregation.