Kathryn Whitmore

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Kathryn Whitmore

Professor of Early Childhood Education

School of Education

Bio

Dr. Kathryn F. Whitmore is Department Chair and Professor in TED2: Special Education, Early Childhood Education, and Culturally and Linguistically Diverse Education. Dr. Whitmore taught in a diverse kindergarten classroom in Albuquerque, NM before earning a PhD in Language, Reading and Culture from the University of Arizona. She emphasizes in her work that all children deserve rich, inquiry-based learning experiences that validate their cultural and linguistic strengths as resources—and all children deserve beautiful, engaging classrooms in which to learn.

Dr. Whitmore is currently a lead editor for Literacy Research: Theory, Method, and Practice, a journal of the Literacy Research Association.

Degree

PhD in Language, Reading, and Culture

University of Arizona

MA in Multicultural Education

University of New Mexico

BS in Elementary and Early Childhood Education

University of New Mexico

Published Works

  • Spector, K., Chisholm, S. J., Whitmore, F. K. (2024). Learning and Teaching Literature with the Arts for Social Justice. (). Routledge.
  • Spector, K., Chisolm, S. J., Griffin, M. K., Whitmore, F. K., Regan, A. (2023). Literature, visual-verbal journals, & literacies of well-becoming . Pedagogies: An International Journal , -27. .
  • Chisholm, S. J., Jamner, J., Whitmore, F. K. (2021). Amplifying students’ musical identities, meanings, and memories. English Journal, 110(4), 45-52. .
  • Chisholm, S. J., Whitmore, F. K. . Critical arts-literacies in classrooms: Moving with abduction, imagination, and emotion across modalities.. (pp 317-326). Routledge. https://doi.org/10.4324/9781003023425
  • Whitmore, F. K., Chisholm, S. J. (2020). Emotional engagement as manifested in students' bodies: The Visual Learning Analysis. (pp 23-32). Routledge.
  • Henderson, W. J., Warren, K., Whitmore, F. K., Flint, S. A., Laman, T. T., Jaggers, W. (2020). Take a close look: Inventorying your classroom library for diverse books. The Reading Teacher, 73(6), 747-755. https://doi.org/10.1002/trtr.1886.
  • Angleton, C., Whitmore, F. K., Jett, P. (2020). Writing love letters to teachers as experts of their practice. Child Care Exchange, 0-85. .
  • Whitmore, F. K., Chisholm, S. J., Fletcher, L. (2020). Fostering, activating, and curating: Approaching books about social injustices with the arts. Language Arts, 98(1), 7-18. .
  • Angleton, C., Whitmore, F. K. (2020). Taking flight: A learning story for Shauntá. . (). Routledge.
  • Angleton, C., Whitmore, F. K. (2020). “Where we going today?”: Emergent curriculum in a Reggio-inspired preschool classroom. (pp 135-143). Routledge.
  • Plata Ramírez, M. J., Whitmore, F. K. (2020). Manifestations of second language composing processes in language switching. (pp 193-196). Routledge.
  • Whitmore, F. K., Meyer, J. R. (2020). Reclaiming Literacies as Meaning Making: Manifestations of Values, Identities, Relationships, and Knowledge. Routledge,
  • Whitmore, F. K., Chisholm, S. J. (2020). Reclaiming manifestations of literacies: Cultivating a discourse of meaning making. (pp 1-17). Routledge. https://doi.org/9780367074210
  • Laman, T. T., Whitmore, F. K. (2020). “I feel like a film has been lifted from my eyes”: Miscue analysis and other strategies that reclaim meaning making for teachers. (pp 126-129). Routledge.
  • Whitmore, F. K., Chisholm, S. J., Laman, T. T., Davis, T. (2019). Are we really teaching for social justice and equity? A poem for five voices. Talking Points, 30(2), 19-22. .
  • Whitmore, F. K., Angleton, C., Pruitt, J., Miller-Crumes, S. (2019). Putting a focus on social emotional and embodied learning with the Visual Learning Analysis (VLA). Early Childhood Education Journal, 47(5), 549-558. https://doi.org/10.1007/s10643-019-00955-3.
  • Miller, S., Pruitt, J., Angleton, C., Whitmore, F. K. (2019). Zooming in on the details: Visual Learning Analysis. Talking Points, 30(2), 27-30. .
  • Chisholm, S. J., Whitmore, F. K., Laman, T. T., Davis, R. T. (2018). Images and words that reveal one pre-service teacher's ideological becoming. National Teacher Education Journal, 11(2), 41-52. .
  • Whitmore, F. K. (2018). Language education researcher Luis Moll, NCTE's 2018 Outstanding Elementary Educator in the Language Arts. Language Arts, 96(2), 91-97. .
  • Chisholm, S. J., Whitmore, F. K. (2018). Reading Challenging Texts: Layering Literacies through the Arts. (). Routledge.
  • Whitmore, F. K., Chisholm, S. J. (2018). Standing next to Anne Frank to promote social and emotional learning. English Leadership Quarterly, 40(4), 6-9. .
  • Chisholm, S. J., Whitmore, F. K. (2018). Using digital photography to analyze middle level students' social-emotional learning and engagement: The Visual Learning Assessment. Voices from the Middle, 25(4), 34-38. .
  • Whitmore, F. K., Zuccaro, L. E. (2017). Digital observers, explorers and teachers in preschool. (). Routledge.
  • Whitmore, F. K. (2017). Investigating the influence of dramatic arts on young children’s social and academic development in the world of "Jack and the Beanstalk". Journal for Learning through the Arts, 13(1), 1-23. http://dx.doi.org/10.21977/D913119751.
  • Whitmore, F. K., Wilson, C. (2017). Photographs that crack open narrow writing practices for kidergarteners and their teacher. (pp 255-258). Routledge.
  • Meyer, J. R., Whitmore, F. K. (2017). Reclaiming Early Childhood Literacies: Narratives of Hope, Power, and Vision. Routledge,
  • Whitmore, F. K., Angleton, C. (2017). Take that Ronald!: Disrupting gender binaries in preschool. (pp 49-58). Routledge.
  • Chisholm, S. J., Whitmore, F. K., Shelton, L. A., McGrath, V. I. (2016). Moving interpretations: Using drama-based arts strategies to deepen learning about The Diary of a Young Girl. The English Journal, 105(5), 35-41. https://www.jstor.org/stable/26606369.
  • Whitmore, F. K., Angleton, C., Zuccaro, E. (2016). Picturebooks and gender: Making informed choices for equitable early childhood classrooms.. Mid-South Literacy Journal, 2(1), 1-7. https://ir.library.louisville.edu/faculty/341.
  • Chisholm, S. J., Whitmore, F. K. (2016). Bodies in space/bodies in motion/bodies in character: Adolescents bear witness to Anne Frank. International Journal of Education and the Arts, 17(Number 5), 1-30. http://www.ijea.org/v17n5/index.html.
  • Whitmore, F. K. (2015). Becoming the story in the joyful world of "Jack and the Beanstalk". Language Arts, 93(1), 25-37. https://www.jstor.org/stable/24577555.
  • Evans-Andris, M., Kyle, D., Whitmore, F. K. (2015). Introduction. (pp 113--118). Butler Books.
  • Whitmore, F. K., Laurich, L. (2014). Afterschool technology possibilites. (pp 83-86). Routledge. https://doi.org/10.4324/9780203494608-11
  • Gernes, M., Whitmore, F. K. (2014). Artful bookmaking: Learning by design. (pp 28-37). Routledge. https://doi.org/10.4324/9780203494608-11
  • Meyer, J. R., Whitmore, F. K. (2014). Introduction: Reclaiming writing. (pp 1-10). Routledge.
  • Meyer, J. R., Whitmore, F. K. (2014). Listening to compose spaces for identities, relationships, and actions. (pp 244-253). Routledge.
  • Meyer, J. R., Whitmore, F. K. (2014). Reclaiming Writing: Composing Spaces for Identities, Relationships and Action. Routledge,
  • Schmidt, R., Thein, A., Whitmore, F. K. (2013). Reading and critiquing: An analysis of talk about strong books for girls. Talking Points, 24(2), 15-20. .
  • Norton-Meier, A. L., Whitmore, F. K. (2013). Engaging parents as researchers to support chaildren's language and literacy development. (pp 73-84). Information Age Publishing.
  • Whitmore, F. K., Garcia, A. (2012). Reclaiming language as a community text. (pp 219-223). Routledge.
  • Meyer, J. R., Whitmore, F. K. (2012). Reclaiming reading is a political act. (pp 1-15). Routledge.
  • Whitmore, F. K., Poock, H. W., Malamut, V. A. (2011). Definitions and counter definitions: Text, students, and teachers. Talking Points, 23(1), 8-14. .
  • Meyer, J. R., Whitmore, F. K. (2011). Reclaiming Reading: Students, Teachers and Researchers Regaining Spaces for Thinking and Action.. Routledge,
  • Schmidt, R., Whitmore, F. K. (2010). Analyzing the language of struggle in search of hope for teachers. Journal of Literacy Research, 42(4), 385-417. https://doi.org/10.1080/1086296X.2010.524859.
  • Whitmore, F. K., Laurich, L. (2010). What happens in the arcade shouldn't stay in the arcade: Lessons for classroom design. Language Arts, 88(1), 21-31. .
  • Whitmore, F. K., Norton‐Meier, A. L. (2008). Pearl and Ronda: Revaluing mothers' literate lives to imagine new relationships between homes and elementary schools. Journal of Adolescent and Adult Literacy, 51(6), 450-461. .
  • Whitmore, F. K. (2007). Bridging the worlds of home and school: Keeping children’s identities whole in the classroom. (pp 177-189). Erlbaum.
  • Smith, D., Whitmore, F. K. (2006). Literacy and Advocacy in Adolescent Family, Gang, School and Juvenile Court Communities: “CRIP 4 LIFE.” . (). Erlbaum.
  • Whitmore, F. K., Crowell, G. C. (2005). Bilingual education students reflect on their language education: Reinventing a Classroom 10 years later. Journal of Adolescent and Adult Literacy, 49(4), 270-285. https://doi.org/10.1598/JAAL.49.4.2.
  • Whitmore, F. K. (2005). Family literacy: Bridges between households and schools. Journal of Reading Education, 30(3), 5-7. .
  • Whitmore, F. K. (2005). Literature study groups: Support for community building in democratic classrooms. Talking Points, 17(1), 13-22. .
  • Whitmore, F. K., Martens, P., Goodman, Y., Owocki, G. (2005). Remembering critical lessons in early literacy research: A transactional perspective. Language Arts, 82(5), 296-307. .
  • Whitmore, F. K., Martens, P., Goodman, M. Y., Owocki, G. (2004). Critical lessons from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4(3), 291-325. https://doi.org/10.1177/1468798404047291.
  • Medd, K. S., Whitmore, F. K. (2001). What’s in YOUR backpack? Exchanging funds of language knowledge in an ESL classroom. (pp 42-56). International Reading Association.
  • Whitmore, F. K., Norton-Meier, A. L. (2000). Reflections. Primary Voices K-6, 8(3), 43-46. .
  • Whitmore, F. K., Norton-Meier, A. L. (2000). Welcome to PKTI. Primary Voices K-6, 8(3), 3. .
  • Whitmore, F. K. (1997). Inventing conversations in second language classrooms: What students say and how they say it. (pp 102-128). International Reading Association.
  • Whitmore, F. K. (1996). Literature study groups: Support for community building. The Nebraska Arts Bulletin, 9(1), 14-17. .
  • Whitmore, F. K., Goodman, S. K. (1996). Practicing what we teach: The principles that guide us. (pp 1-16). Stenhouse Publishers.
  • Whitmore, F. K., Goodman, M. Y. (1996). Transforming curriculum in language and literacy. (pp 145-166). National Association for the Education of Young Children.
  • Whitmore, F. K., Goodman, M. Y. (1996). Whole Language Voices in Teacher Education. Stenhouse,
  • Whitmore, F. K., Crowell, G. C. (1994). Inventing a Classroom: Life in a Bilingual, Third Grade Learning Community. (). Stenhouse.
  • Whitmore, F. K., Crowell, G. C. (1994). What makes a question good is. The New Advocate, 7(1), 45-57. .

Research Interests

Dr. Whitmore uses qualitative, arts-based research methods to study intersections of language, literacy, and culture in early learning and teacher education classrooms. She is the author or editor of eight books about literacy education, all published by Routledge, as well as numerous articles. Her forthcoming book is co-authored with Karen Spector and James Chisholm and is titled, Learning and Teaching with the Arts for Social Justice: Literature as Interference.

Teaching Interests

Dr. Whitmore's current teaching responsibilities emphasize children's literature. She regularly teaches Teaching with Children's Literature in the Early Childhood program. In this course, she invites students to become different as artists, readers, teachers, and humans as they read diverse and challenging children's literature and respond in Visual Verbal Journals.

Dr. Whitmore wants every teacher and child to see themselves reflected in the pages of beautiful children's picturebooks and novels. Her courses encourage preservice teachers to take up identities as critical readers who find joy and ask important questions related to books.

Office Hours

Mondays 9:00-12:00
Friday12:00 - 2:00