2022 College Reading and Learning Association Presidential Address
Williams, J. (November). Reasserting our humanity in the fight for equity and justice: Introducing the New CRLA. Williams Higher Education Consulting, LLC. https://williamshighered.com/wp-content/uploads/2022/11/Reasserting-Our-Humanity-in-the-Fight-for-Equity-and-Justice-Introducing-the-New-CRLA.pdf
Web Resources
2021
Williams, J. (October) A framework for raciolinguistically just literacy instruction. Williams Higher Education Consulting, LLC. https://williamshighered.com/wp-content/uploads/2021/10/Raciolinguistic-Justice-Framework.pdf
Book Chapters
2021
Carson, M., Brewer, C., Williams, J., & Armstrong, S. Problematize, Theorize, Politicize, and Contextualize: A Social Justice Framework for Postsecondary Integrated Reading and Writing Instruction. In Ozaki, C. C. & Parson, L. (Eds.) Teaching and learning for social justice and equity in education, (pp. 221-224). New York: Palgrave Macmillan. https://williamshighered.com/wp-content/uploads/2021/10/Problematize-Theorize-Politicize-and-Contextualize.pdf
2018
Armstrong, S., Williams, J., & Stahl, N. Reading and writing. In Flippo, R.F. & Bean, T. (Eds.) Handbook of college reading and study strategy research, 3rd ed., (pp. 143-167). New York: Routledge.
2015
Williams, J. Metaphorical conceptualizations and classroom practices of instructors teaching an accelerated postsecondary developmental literacy course. In Low, G. & Wan, W. (Eds.) Elicited metaphor analysis in educational discourse (pp. 239-264). Amsterdam: John Benjamins Publishing Company.
Refereed Journal Articles
2021
Felber, S., Williams, J. & Chung, T. Counter narratives of mentorship and community. Rhetoric Review, 40(3), 234-241. https://williamshighered.com/wp-content/uploads/2021/10/Counter-narratives-of-mentorship-and-community.pdf
McGee, B. S., Williams, J. L., Armstrong, S. L., Holschuh, J. P., Flaggs, D. A., Francis, M. A., & Williams, C. A. Gateways, not gatekeepers: Reclaiming the narrative for developmental education. Journal of Developmental Education, 44(2), 2-11.
2016
Hayes, S. & Williams, J. L. ACLT 052: Academic Literacy–An Integrated, accelerated model for developmental reading and writing. National Association of Developmental Education (NADE) Winter Digest 9 (1), 13-22.
2013
Williams, J. Representations of the racialized experiences of African Americans in developmental reading textbooks. Journal of College Reading and Learning, 43(2), 39-69. Awarded Cynthia L. Peterson Outstanding JCRL Article Award for 2013. https://williamshighered.com/wp-content/uploads/2021/10/Representations-of-the-Racialized-Experiences-of-African-Americans-in-Developmental-Reading-Textbooks.pdf
2012
Williams, J. Using a critical literacy model to foster critical reflections on race, social class, and education among developmental readers. Affective Reading Education Journal, 27, 36-44.
Williams, J. Engaging developmental reading students: A critical literacy model. Innovative Learning Strategies Twenty-First Biennial Yearbook 2010-2012 (pp. 1-11). Chicago: IL, College Literacy and Learning Special Interest Group, International Reading Association.
2009
Williams, J. Teaching the revolution: Critical literacy in the college reading classroom. LLC Review, 9(1), 36-47.
2008
Williams, J. Aligning developmental reading pedagogy with persistence research. LLC Review, 8(2), 72-86.
Other Publications
2014
Williams, J. Up from slavery: Literacy as the pathway to freedom. In Whitehead, K & Gist, C (Eds.) Rethinking Emilie Frances Davis: Lesson Plans for Teaching Her 1863- 1865 Civil War Pocket Diaries. Baltimore MD: Apprentice House.
2010
Williams, J. Representation, Engagement and Agency for African American Students in Postsecondary Literacy Instruction: A Critical Qualitative Content Analysis of Current Developmental Reading Textbooks. [Unpublished doctoral dissertation]. University of Maryland, Baltimore County
