Ph.D., Texas Tech University
Ph.D., Texas Tech University
Language and literacy
Dr. Xiaoming (Sarah) Liu is an associate professor in the Department of Elementary Education at Towson University. She received her Ph.D. in Curriculum and Instruction with an emphasis in Language and Literacy from Texas Tech University. She works closely with students in the ELED-MAT program and serves as the program director. Her research interests include literacy studies in international settings, children’s literature, young children’s biliteracy development, diversity and internationalization in teacher education, and educational technology. Her work has been published as a number of book chapters and in various peer-reviewed journals such as Childhood Education, The Dragon Lode, and Literacy Research and Instruction. Dr. Liu is an active member in professional organizations including Literacy Research Association (LRA). She is on the Steering Committee of the International Innovative Community Group of LRA and has served as co-chair during 2009-2012.
Liwanag, M. P., Liu, X., Hong, H. (Spring 2020). Critical Conversations about Global and Multicultural Literature. WOW Stories: Connections from the Classroom, 7(1). https://wowlit.org/on-line-publications/stories/volume-vii-issue-1/3/
Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). Professional learning under the pandemic: A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza (Eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, (pp. 151-155). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Liu, X. (2018). Teacher education experiences of culturally and linguistically diverse international students in the U.S.: Perspectives from five Chinese students. In B. Blummer, J. M. Kenton, & M. Wiatrowski (Eds.), Promoting Ethnic Diversity and Multiculturalism in Higher Education. (pp.96-111). IGI Global. DOI: 10.4018/978-1-5225-4097-7
Hu, R., Liu, X., & Zheng, X. (2016). Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children. Journal of Early Childhood Literacy. DOI: 10.1177/1468798416643357.
Janisch, C., Liu, X., Akrofi, A., & Napoli, M. (2014). An exploratory inquiry of wordless picture book oral compositions across cultures. In C. B. Leung, J. C. Richards, & C. A. Lassonde (Eds.), International collaborations in literacy research and practice, (pp. 85-97). Charlotte, NC: Information Age Publishing.
Liu, X., & Li, Q. (2015). Mobile Technology and Digital Games in Education. In Yan, Z. (Ed.). Encyclopedia of Mobile Phone Behavior (Volumes 1, 2, & 3). Hershey, PA: IGI Global.
Daniels, J., Liu, X., & Altwerger, B. (2015). “Zero inch voices”: Imposing silence in primary classrooms. In Shelton, N. R. and Altwerger, B. (Eds). How public policies impact 21st century literacies in U.S. schools. New York: Routledge/Taylor & Francis.
Watulak, S., Laster, B., & Liu, X. (2015). The underuse, misuse, and abuse of technology. In Shelton, N. R. and Altwerger, B. (Eds). How public policies impact 21st century literacies in U.S. schools. New York: Routledge/Taylor & Francis.
Liu, X., Janisch, C., & Akrofi, A. (2012). Chinese children’s (re)storying of “foreign” wordless picture books. The Dragon Lode, 31, 3-12.
Janisch, C., Akrofi, A., & Liu, X. (2012). Coming to know: One teacher widens and deepens her knowledge about struggling students. Journal of Thought: A Journal of Critical Reflection on Educational Issues, 47, 6-20.
Liu, X., & Dicembre, E. (2011). Listen to boys who struggle with reading: Self-perceptions and preferred reading materials. The Missouri Reader, 36 (1), 44-51.
Liu, X., Akrofi, A., Janisch, C., & Napoli, M. (2011). Students compose narratives from a wordless picture book: The Red Book travels to China, Ghana, and back to the U.S. Childhood Education, 87, 387-394.