Academic Publications
Authored Books
Student Collaborators*
- Tussey, J., & Haas, L. (2023). Exploring genre through gamified adventures in elementary classrooms. Springer International Publishing. DOI: 10.1007/978-3-031-41717-7.
- Haas, L., Metzger, M., & Tussey, J. (2022). Disciplinary literacy and gamified learning in middle school classrooms: Questing through time and space. Springer International Publishing. DOI: 10.1007/978-3-030-99422-8.
- Haas, L., Metzger, M., & Tussey, J. (2021). Disciplinary literacy and gamified learning in elementary classrooms: Questing through time and space. Springer International Publishing. DOI: 10.1007/978-3-030-80349-0.
- Haas, L., & Tussey, J. (2024). Capture the flag. In K. Schrier, R. Kowert, D. Leonard, & T. Porkka-Kontturi (Eds.), Learning, education, & games, vol. 4: 50 games to use for inclusion, equity and justice (47-50). ETC Press. DOI: 10.57862/k0dc-a726.
- Haas, L., Paige, L., & Tussey, J. (2023). Disciplinary literacy and culturally responsive leadership. In B. Cager, J. Tussey, L. Haas, & M. Galloway-Burke (Eds.), Culturally responsive leadership for social justice and academic equity for all (51-73). IGI Global. DOI: 10.4018/978-1-6684-7482-2.ch004
- Haas, L., & Tussey, J. (2023). Literacy learning through film. In J. D. DeHart (Ed.), Enhancing education through multidisciplinary film teaching methodologies (143-164). IGI Global. DOI: 10.4018/978-1-6684-5394-0.ch008.
- Haas, L., & Tussey, J. (2022). Equity and engagement through digital storytelling and game-based learning. In I. Management Association (Ed.), Research anthology on developments in gamification and game-based learning (1451-1472). IGI Global. DOI: 10.4018/978-1-6684-3710-0.ch070.
- Tussey, J., & Haas, L. (2022). Supporting students impacted by poverty through literacy methods, resources, and strategies. In J. Tussey & L. Haas (Eds.), Poverty impacts on literacy education (235-251). IGI Global. DOI: 10.4018/978-1-7998-8730-0.ch012.
- Clark, A., Van Dyke, M. K., Tussey, J. T., & Haas, L. (2022). Poverty effects on oral language development: Birth to third grade. In J. Tussey & L. Haas (Eds.), Poverty impacts on literacy education (1-22). IGI Global. DOI: 10.4018/978-1-7998-8730-0.ch001.
- Clark, A., Van Dyke, M. K., Tussey, J. T., & Haas, L. (2021). Literacy as support for social-emotional and academic growth. In. J. Tussey & L. Haas (Eds.), Handbook of research on supporting social and emotional development through literacy education (406-430). IGI Global. DOI: 10.4018/978-1-7998-7464-5.ch019.
- Haas, L., & Tussey, J. (2021). Equity and engagement through digital storytelling and game-based learning. In L. Haas & J. Tussey (Eds.), Connecting disciplinary literacy to digital storytelling in K-12 education (257-277). IGI Global. DOI: 10.4018/978-1-7998-5770-9.ch013.
- Tussey, J., Haas, L., & Garling, B. (2020). Bye-bye basal: Multimodal texts in the classroom. In P. M. Sullivan, J. L. Lantz, & B. A. Sullivan (Eds.), Handbook of research on integrating digital technology with literacy pedagogies (192-211). IGI Global. DOI: 10.4018/978-1-7998-0246-4.ch009.
- Robnolt, V. J., Rhodes, J. A., Vasinda, S., & Haas, L. (2017). The use of e-portfolios in teacher education programs to support reflective practitioners in a digital world. In D. Loveless, P. Sullivan, K. Dredger, & J. Burns (Eds.), Deconstructing the educational-industrial complex in the digital age (104-115). IGI Global. DOI: 10.4018/978-1-5225-2101-3.ch006.
Student Collaborators*
- Haas, L., & Tussey, J. (2023). Empowering minds: Multimodal literacies, fanfiction, and inclusive education. Journal of English Teaching through Movies and Media, 24(4), 28-40.
- Tussey, J. T., Clark, A., & Haas, L. (2022). Behavior supports for school and home through literacy practices based on social-emotional learning. The Delta Kappa Gamma Bulletin International: Journal for Professional Educators, 88(3), 57–61.
- Haas, L., & Tussey, J. T. (2021). Fanfiction as a support for writing engagement and development. The Oklahoma Reader, 57(1), 35-40.
- Haas, L., & Tussey, J. (2021). Questing with Dr. Seuss. The Delta Kappa Gamma Collegial Exchange, 87(4), 30-37.
- Haas, L., Vasinda, S., McLeod, J., & Tussey, J. (2021). Expanding family literacy through video game playographies. Journal of Literacy and Technology, 22(1), 2-21.
- Appleby, R.*, Mouw, R.*, Roland, S.*, Haas, L., & Tussey, J. (2020). Observing with a purpose: Place-based learning, journaling, and discussion. Language Experience Forum Journal, 50(1), 1-17.
- Boeset, B.*, Katzenstein, J.*, Mandernach, K.*, Tussey, J., & Haas, L. (2020). Creating language experiences through traditions. Language Experience Forum Journal, 50(1), 18-27.
- Tussey, J. T., & Haas, L. (2020). Supporting social-emotional learning with text sets in the elementary classroom. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 86(5), 30-36.
- Vasinda, S., Haas, L., Schroeder, L.*, & Goode, K.* (2019). Trending topics of the Association of Literacy Educators and Researchers’ Annual Conference Yearbook: A content analysis and comparison for 2008-2017. In B. J. McClanahan, P. S. Lisenbee, W. M. Linek, & E. Jampole (Eds.), Association of Literacy Educators and Researchers Ten-Year Retrospective (80-119).
- Haas, L., & Gierstorf, M*. (2019). Mary Roe: Teacher, leader, advocate. In B. J. McClanahan, P. S. Lisenbee, W. M. Linek, & E. Jampole (Eds.), Association of Literacy Educators and Researchers Ten-Year Retrospective (156-159).
- Tussey, J., & Haas, L. (2019). Master course design: Equitable education opportunities for preservice literacy educators. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society (183-192). Association of Literacy Educators and Researchers.
- Haas, L., & Mills, S. (2019). Exposure, experience, & empathy: Rural education, preservice teachers, & English language learner support. Language Experience Forum Journal 49(1), 1-17.
- Denholm, J.*, Rohner, N.*, Voortmann, K.*, O'Bannon, A.*, & Haas, L. (2018). Connecting sports and the language experience approach. Language Experience Forum Journal, 48(1), 13-23.
- Gleaves, G.*, Tjaden, M.*, Tyykila, K.*, O'Bannon, A.*, & Haas, L. (2018). Creating language experiences through field trips. Language Experience Forum Journal 48(1), 1-12.
- McLeod, J. K., Dondlinger, M. J., Vasinda, S., & Haas, L. (2013). Digital play: Mathematical simulations transforming curiosity into play. International Journal of Gaming and Computer-Mediated Simulations, 5(2), 34-59. http://doi.org/10.4018/jgcms.2013040103
- Williams, S., Haas, L., & Szabo, S. (2013). Teacher inquiry projects for preservice teachers. In S. Szabo, L. Haas, L. Martin, & T. Morrison, (Eds.), Literacy is Transformative (241-254). Association of Literacy Educators and Researchers.
- Linek, W. M., Sampson, M. B., Haas, L., Nylan, M., Moore, L., & Sadler, D. (2012). The impact of teacher preparation: A study of alternative certification and traditionally prepared teachers in their first year of teaching. Issues in Teacher Education, 21(2), 67-82.
- Glaeser, S., Haas, L., & Szabo, S. (2012). A colorful field of learners: Visualizing the beauty of diverse learners in a classroom community. National Forum of Teacher Education Journal, 22(3) 1-7.
- Williams, S., Boggs, M., Haas, L., & Szabo, S. (2012). Preservice teachers’ knowledge and use of web 2.0 tools. Language Experience Forum Journal, 42(1), 18-24.
- Haas, L., Linek, W. M., Manning, C., & Williams, S. (2011). Video games: The motivational value for literacy in English language learners. In T. Morrison, M. Boggs, L. Martin & S. Szabo (Eds.), Literacy Promises (251-258). Association of Literacy Educators and Researchers.
- Linek, W. M., Haas, L., & Glaeser, S. (2011). Metacognition and social constructivism: Teachers’ perceptions, beliefs, and attitudes about English language learners in content areas. In T. Morrison, M. Boggs, L. Martin & S. Szabo (Eds.), Literacy Promises (131-150). Association of Literacy Educators and Researchers.
- Manning, C., Aliefendic, J., Chiarelli, M., Haas, L., & Williams, S. (2011). Inspirational impetuous: Lifelong learning. Journal of the Southeastern Regional Association of Teacher Educators, 21(1), 11-17.
- Haas, L., & Tussey, J. T. (2022). Gameplay supporting literacy for all ages. The Source: Iowa ASCD 22(14), https://www.smore.com/70123v-the-source?ref=email
- Haas, L., & Tussey, J. (2022, April 21). Elementary Literacy Centers. World Literacy Foundation. https://worldliteracyfoundation.org/elementary-literacy-centers/
- Haas, L., & Tussey, J. (2022, March 29). Games to support engaged literacy learning. World Literacy Foundation. https://worldliteracyfoundation.org/games-to-engage-literacy-learning/
- Burkie, C. (Host). (2021, October 29). Student engagement through popular culture and digital literacy. In Beyond Words. World Literacy Summit. https://www.worldliteracysummit.org/literacy-podcast
- Tussey, J., & Haas, L. (2021, September 7). Girl power through literacy. World Literacy Swww.worldliteracysummit.org/enhancing-language-experience-through-digital-literacy/ummit. https://www.worldliteracysummit.org/girl-power-through-literacy/
- Tussey, J., & Haas, L. (2021, June 4). Fluency and goal setting for elementary students. World Literacy Summit. https://www.worldliteracysummit.org/fluency-and-goal-setting/
- Haas, L., & Tussey, J. (2021, March 4). Enhancing language experience through digital literacy and popular culture. World Literacy Summit. https://www.worldliteracysummit.org/enhancing-language-experience-through-digital-literacy-and-popular-culture/
- Tussey, J., & Haas, L. (2021, February 4). Combining social-emotional learning and literacy in early childhood classrooms. World Literacy Summit. https://www.worldliteracysummit.org/social-emotional-learning-and-literacy-in-early-childhood-classrooms/
- Haas, L. (2013, Spring). Editor’s Note. Texas Association for Literacy Education Newsletter, 2(3).
- Haas, L. (2012, Summer). Editor's Note. Texas Association for Literacy Education Newsletter, 2(1).
- Haas, L. (2012, Summer). Featured Website. Texas Association for Literacy Education Newsletter, 2(1).
- Haas, L. (2012, Fall). Editor's Note. Texas Association for Literacy Education Newsletter, 2(2).
- Haas, L. (2012). A quantitative content analysis of leveled vocabulary embedded within massively multiplayer online role-playing games (MMORPGs) (Publication No. 3511601) [Doctoral dissertation, Texas A&M University-Commerce]. ProQuest Dissertations Publishing.