Lori McKee, PhD

Heydon, R. McKee, L., & Stooke, R. (in press). The relationships of intergenerational literacies: Children, elders, and materials composing together. In Crawford, P.A. & Jalongo, M.R. (Eds). Educating the Young Child. New York: Springer. 

Cooper, E. & McKee, L. (in press). Leadership, Management and Governance. In R. Heydon (Regional Ed.); W. Corsaro (Ed.-in-Chief). Set: Childhood (Volume: Canada). Bloomsbury Education and Childhood Studies. London: Bloomsbury.

McKee, L. (2020). A narrative celebration of learning: Young children’s multimodal literacy artifacts on display at open house. Perspectives and Provocations, (9)4, 1-13. Retrieved from https://www.earlychildhoodeducationassembly.com/uploads/1/6/6/2/16621498/finalcleancopytemplatemckee.pdf

McKee, L. & Heydon, R. (2020). “Enabled to play, enabled to explore”: Children’s civic engagement, literacies, and teacher professional learning. Discourse: Studies in the Cultural Politics of Education, 41(5), 782-798, doi: 10.1080/01596306.2020.1769939

Crocker, W.A., & McKee, L. (2020). Fieldnotes as a square dance: What can be learned through a metaphor. In Burkholder, C., & Thompson, J. (Eds.), What about fieldnotes? Approaches, practices, and ethical considerations in educational research and teaching. New York, NY: Routledge.

Heydon, R., McKee, L., & O’Neill, S. (2020).Connecting Intergenerational voices: Curricula to foster the wellbeing of young children and elders. In Heydon, R., Fancourt, D., & Cohen, A. (Eds.), Routledge companion to interdisciplinary studies in singing: Volume 3: Well-being (pp. 368-382). Routledge.

McKee, L. & Heydon, R. (2019). Digital Technologies and Online Learning in Primary Education (Canada). In R. Heydon (Regional Ed.); W. Corsaro (Ed.-in-Chief). Set: Childhood (Volume: Canada). Bloomsbury Education and Childhood Studies. London: Bloomsbury. Retrieved from http://dx.doi.org/10.5040/9781474209434.0008

McKee, L. & Heydon, R. & Davies, E. (2019). Making Spaces in Professional Learning for Democratic Literacy Education in the Early Years. In M. Hamilton & L. Tett (Eds.), Resisting the neo-liberal discourse in Education: local, national and transnational perspectives. UK: Policy Press.

Scheffel, T.L. & McKee, L. (2019). Uniting generations: Intergenerational and universal-themed picturebook recommendations. Journal of Childhood Studies, 44(5), 120-128. doi: https://doi.org/10.18357/jcs00019339

McKee, L. & Scheffel, T.L. (2019). Learning together: Our reflections on connecting people and practices in intergenerational meaning-making experiences. Journal of Childhood Studies, 44(5), 111-119. doi: https://doi.org/10.18357/jcs00019338

Heydon, R., McKee, L. & O’Neill, S. (2018). Singing our song: The affordances of singing in an intergenerational, multimodal literacy program. Literacy, 52(3), 128-136. doi: 10.1111/lit.12135  

Heydon, R., McKee, L. & Daly, B. (2017). iPads and Paintbrushes: An exploratory case study of integrating digital media as placed resources into an intergenerational art class. Language and Education, 31(4), 351-373. doi: 10.1080/09500782.2016.1276585

Heydon, R., McKee, L. & Phillips, L. (2016). The affordances and constraints of visual methodologies in early childhood education research: Talking points from the field. Journal of Childhood Studies, 41(3), 5-17. doi: http://dx.doi.org/10.18357/jcs.v41i3.16302

McKee, L. & Carr, G. (2016). Supporting beginning readers in reading to learn: A comprehension strategy. The Reading Teacher, 70(3), 359-363. doi: 10.1002/trtr.1510

McKee, L. & Heydon, R. (2015). Orchestrating literacies: Print literacy learning opportunities within multimodal intergenerational ensembles. Journal of Early Childhood Literacy, 15(2), 227-255. doi: 10.1177/1468798414533562