"A critical literacy curriculum needs to be lived."

~ Vasquez, 2014

Critical Literacy as a Way of Being and Doing

The 2026-2027 school year will mark the start of my 44th year as an educator. I am currently a Distinguished Professor researching and teaching in a university setting. Before this, I was a preschool and primary school teacher for fourteen years.

My research interests are in critical literacy, early literacy, and information communication technology. My publications include sixteen books and numerous book chapters and articles in refereed journals. Through the years, I have held appointed and elected positions in scholarly organizations, including The National Council of Teachers of English, The American Educational Research Association, The International Reading Association, and The Whole Language Umbrella. I have been fortunate to have been honored throughout my career with awards, including the prestigious NCTE Outstanding Elementary Educator in the English Language Arts Award (2019), the NCTE Advancement of People of Color Award (2013), the AERA Division B Outstanding Book of the Year Award (2006), and the James N. Britton Award (2005). I am also very proud to have been the first recipient of the AERA Teacher Research SIG Dissertation Award (2004). The NCTE Early Childhood Assembly honored me with a scholarship in my name - The Vivian Vasquez Teacher Scholarship. 

On this site, you will find information and/or links to a number of my publications. I update the site as often as I can. I hope you find this site useful.

Vivian

LATEST BOOKS

UPCOMING BOOKS

Critical Literacies as Ways of Being and Doing

Vivian Vasquez, Hilary Janks, Barbara Comber, Carolyn Clarke

Breaking the Cycle 

Through Diverse Pathways

to Learning

Toks Fashola, Vivian Vasquez, Gabrielle Harris

2019 NCTE Outstanding Educator in the English Language Arts 

BOOKS

   

BOOK NOTES for 

Technology and Critical Literacy in Early Childhood

Release Date : Fall 2021 or Winter 2022

BOOK NOTES for Negotiating Critical Literacies with Young Children"Through vibrant, memorable, and surprising examples of very young children grappling with very real social issues, Vivian Vasquez has transformed critical literacy in early childhood education."  Karen Wohlwend, Indiana University-Bloomington "These amazing accounts, supplemented with advice for implementing critical literacy practices with young children, will inspire many teachers to explore the potential of their students’ voices and the power of young children to work for change in their schools and communities."  Catherine Compton-Lilly, University of Wisconsin Madison
"Dr. Vasquez is one of the most reflective and committed scholars in the field of critical literacy, social justice and early childhood education. She is a pioneer in developing and sharing how to develop critical classroom practices. In this revised edition she shows one more time her ability to develop accessible and sophisticated ideas to educators."Carmen L. Medina, Indiana University "A concise and practical book that opens up doors for pedagogical possibilities in literacy classrooms. Any educator interested in building students’ critical literacy skills can draw on Vasquez’s range of examples – and key moments in the learning process through an audit trail!" Korina Jocson, Washington University in St. Louis
"Vivian Vasquez’s groundbreaking work challenges educators to think more expansively about young children’s critical inquiries. It is essential reading for early childhood literacy teachers and scholars." María Paula Ghiso, Teachers College, Columbia University
"Vasquez eloquently describes how teaching young children to read is more than a progression of reading skills. By taking readers through the audit trails she illustrates how the ‘teaching of reading’ cannot be isolated from the ‘teaching of critical thinking.’ This book is a cornerstone book for educators who work with young children."Bobbie Kabuto, Queens College, City University of New York

BOOK NOTES for Using Art Critically

Rather than seeing art as a curricular extra, or a fun break from the curriculum, art in the Using Art Critically series is used, like language, as a tool and toy for learning, rethinking, and outgrowing oneself. The authors' intent is to position art as a seamless, joyful, and integral part of the educative process that creates space for exploring important social issues, events, and injustices. In so doing working with art from a critical perspective becomes an opportunity to understand curriculum as one way to explore opportunities for change. This book, which is the 2nd in the Using Art Critically Series, includes strategies that can be used in elementary and secondary school and university settings.

BOOK NOTES for Using Art Critically Volume 2

Each of us has used the arts in our teaching and in workshops we have offered as an integral part of doing critical literacy work with students, including young learners and adult learners. It was while working with teachers that we were encouraged to create this series. Teachers suggested that a book of resources that pulls together some of the strategies we have used in different settings would be useful for them. The Using Art Critically series is our response to their requests.

The format and venue for producing the books came about as we attempted to find a way to produce the materials and offer them to teachers at low cost in order to make the books accessible to more people. For the same reason, we decided to create smaller books of ten strategies each rather than creating one large volume. This book is one of four volumes. The strategies across the books in the series are written in the same style drawing on a range of art forms and strategies. We hope that you will consider using these volumes in your own work and teaching. 

 

The strategies in this book were developed using elements of critical literacy described by Vivian Vasquez, Jerome C. Harste and Peggy Albers in a variety of co-authored publications.  Other references that support these strategies and key aspects of critical literacy are found in the Appendix.

BOOK NOTES for Using Art Critically Volume 3

Rather than seeing art as a curricular extra, or a fun break from the curriculum, art in the Using Art Critically series is used, like language, as a tool and toy for learning, rethinking, and outgrowing oneself.  Our intent is to position art as a seamless, joyful, and integral part of the educative process that creates space for exploring important social issues, events, and injustices. In so doing working with art from a critical perspective becomes an opportunity to understand curriculum as one way to explore opportunities for change. 

BOOK NOTES for 

Critical Literacy Across the K-6 Curriculum

Through stories from kindergarten to sixth grade classrooms where students and teachers have attempted to put a critical edge on their teaching, this book shows critical literacy in action across the curriculum. Readers see students and teachers together using critical literacy discourse to frame conversations in ways that engage students in examining the meaning of the texts they read and acting on local and global social issues that emerge. Drawing on multiple perspectives such as cross-curricular explorations, multimedia, and child-centered inquiry pedagogies, the text features a theoretical toolkit; demonstrations from across the content areas including art, music, and media literacy; integration of technology; and attention to how critical literacy can inform decisions about standards and assessment.  Annotated booklists, examples of students’ work, Reflection Questions, Try This (practical classroom strategies), and Resource Boxes can be used to encourage and support engaging in critical literacy work in different areas of the curriculum.

BOOK NOTES for 

Courageous Leadership in ECE

Susi Long, Mariana Souto-Manning, and Vivian Vasquez, scholars with stellar reputations in the fields of early childhood education, critical literacy, and social justice education, have combined their considerable talents to edit a book that will serve as a beacon of hope for administrators, policymakers, and educators at all levels of learning and teaching. ~Sonia Nieto,professor emerita, University of Massachusetts, Amherst. Bestselling author of Why We Teach Now, The Light in Their Eyes, 10th Anniversary Edition, Why We Teach, and What Keeps Teachers Going?

Each chapter in Courageous Leadership in Early Childhood Education brings to mind a colleague or student. Whether school leader, teacher leader, staff member or parent, this collection of stories of social justice advocacy paints portraits of leaders who not only inspire but also impact and transform possibilities for young learners in various school settings. Everyone should buy a copy and get your highlighter ready.

~Mollie Welsh Kruger of Bank Street College of Education

This book is a must read for anyone involved in education - teachers, teacher candidates, administrators, teacher educators, and parents. It showcases the stories of courageous leaders who reflect on their own biases, help teachers do so too, enact policies and practices that address discrimination and systemic bias, help everyone grow to the benefit of children, and don't make excuses. They stand out, step out, and speak out, especially for children of color, emergent bilinguals, children from low income families, and LGBT children and families. It's easy to read and inspiring with specific strategies and approaches described. ~ Dinah Volk, Cleveland State U.

BOOK NOTES for 

TECHNOLOGY AND CRITICAL LITERACY IN EARLY CHILDHOOD

"What a thrill to find a smart and accessible text written for teachers, teacher educators, and teacher education students that not only shows how technology integrates in early childhood literacy curriculum but does so in a way that recognizes children as active, productive, and critical literacy users. Unique in providing theorization and examples embedded within critical literacy and social justice aims and approaches, this is the kind of resource that teachers and teacher education students need as support and encouragement to use technology with young children and to expand their notions of literacy.” ~ Karen Wohlwend, Indiana University, USA

The more I read, the more I wanted to call every media literacy educator I know and say, "You've got to read this book. It's brilliant." Though Vasquez and Felderman never use the phrase "media literacy," the classroom activities they describe are some of the finest examples of media literacy integration I have ever seen (and I've been at this for nearly thirty years). And given that media literacy in early childhood is rare, their focus on work with children aged 5-7 is beyond exciting…The result of Vasquez's and Felderman's critical literacy approach is students who reflect on the media they encounter and create, and who routinely ask questions and are already somewhat skilled at knowing how to find answers. Most importantly, these young children come to believe in their own power to learn and make a difference in the world. Every now and then I had to remind myself that I was reading about six-year-olds! For anyone involved in a professional learning community, but especially early childhood and primary level teachers and administrators, this title would be a perfect choice for discussion.~ Faith Rogow, founding president of the National Association for Media Literacy Education.

BOOK NOTES for

Negotiating Critical Literacies with Teachers

How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education.

Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.

BOOK NOTES for Perspectives and Provocations

Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.

BOOK NOTES for Perspectives Vol.2

Mandates to implement practices that are antithetical to what we embrace as supportive of young children's literacy learning are pervasive. Teachers of young children are asked to teach-to-the test in ways that take away opportunities for holistic, thoughtful, play-oriented practices that allow children to construct knowledge through contextualized and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.

BOOK NOTES for Getting Beyond I Like the Book

Another great easy to read book by Vivian Vasquez that explores her (and others) applications of critical literacy concepts with young children. She offers a good outline of the Freebody and Luke Four Resource Model on pages 14 and 15. She also explains critical literacy as a mixture of Whole Language and Critical Pedagogy. A great example is the activity that evolved from a Royal Mounties poster that had only men. Fantastic! ~ Jeff Share, UCLA

International Reading Association

Book of the Month

November 2009

2004 AERA

Teacher as Researcher SIG Award

2005 NCTE

James N. Britton Award

2006 AERA Division B. 

Outstanding Book of the Year Award

Published by the National Council of Teachers of English

Published by the International Reading Association

International Reading Association

Book of the Month

May 2003

Chapters

Low, D., Lingfelt, A., Thomas, A.,  Vasquez, V. (2021). Critical literacy and contemporary literatures: How children and youth critically engage with contemporary literatures such as fanfiction. In Alford, J., J. Pandya, C. Scharber. Critical Literacies Handbook. New York, N.Y.: Routledge Press.

Albers, P., Vasquez, VM, Harste, JC (2019). Critical Visual Discourse Analysis. 

The Routledge International Handbook of Learning with Technology in Early Childhood. New York: Routledge, p 377-392.

Harste, J.C., and Vasquez, V.M. (2017). What Do We Mean by Literacy Now: Critical Curricular 

Implications. In Albers, M.(Ed) Global Conversations in Literacy Research. New York, N.Y.: Routledge.

Albers, P., Vasquez, V.M., & Harste, J.C. (2017). Critically reading image in digital times. In K. Mills, J. Pandya, A. Stornaiuolo & A. Smith (Eds.), Handbook of writing, literacies and education in digital culture. New York, NY: Routledge.

Albers, P., Harste, J.C., Vasquez, V.M. (2015). Critical and Multimodal Literacy Curricula. In Hamilton, M., Heydon, R., Hibbert K and Stooke, R. (Eds). Negotiating Spaces for Literacy Learning. London, UK: Bloomsbury Publishing. 

Vasquez, V. (2014). Using the Everyday to Engage in Critical Literacy. In Winograd, K. Critical Literacies and Young Learners. New York, Routledge. pp. 44-53. 

Vasquez, V. (2013) Digital Technologies as Expressive Tools. In Albers, M., Holbrook, T., and Seely-Flint, A. (Eds) New Methods in Literacy Research. New York, N.Y.: Routledge. 

Vasquez, V., Albers, M. & Harste, J.C. (2013) Digital Media, Critical Literacy and the Everyday: Exploring Writing in the 21st Century. In Myers, R. & Whitmore, K. (Eds) Reclaiming Writing.  New York, N.Y.: Routledge. 

Vasquez, V. (2013) Re-designing Critical Literacies. In Pandya, J. & Avila, J. (Eds) A New Look at Critical Literacies:  Theories and Practices Across Contexts. New York, N.Y.: Routledge.

Vasquez, V. (2013) Children’s Literature: A Critical Literacy Perspective. In Kosnik, C., Simon, R., Williamson, P., Rowsell, J. & Beck, C. (Eds) Literacy Teacher Educators: Preparing Teachers for a Changing World. New York, N.Y.: Sense Publishers. 

Vasquez, V. (2012) Critical Literacy. In Banks, J.A.  Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage Publications. 

Albers, P., Harste, J.C. & Vasquez, V. (2012). Interrupting Certainty and Making Trouble: Teachers’ Written and Visual Responses to Picturebooks. Dunston, P.J., Gambrell, L.B., Fullerton, S.K., Gillis, V.R., Headley, K., Stecker, P.S. (Eds.), 60thYearbook of the National Reading Conference (pp. 195-201). Oak Creek, WI: NRC. 

Albers, P., Vasquez, V., & Harste, J.C. (2011). Section IV: The Many Faces of Text. In Lapp, D. & Fisher, D. (Eds). The Handbook of Research on Teaching the English Language Arts. (pp. 159-160). Mahwah, NJ: Routledge-LAE. 2 pages. 

Albers, P., Vasquez, V., & Harste, J.C. (2011). Making Visual Analysis Critical. In Lapp, D. & Fisher, D. (Eds). The Handbook of Research on Teaching the English Language Arts. (pp. 195-201). Mahwah, NJ: Routledge-LA. 7 pages. 

Vasquez,V., Harste, Jerome C., and Albers, P. (2010) From the Personal to the Worldwide Web: Moving Teachers into Positions of Critical Interrogation. In Baker, E.A. The New Literacies Multiple Perspectives on Research and Practice. New York, NY: Guilford Press.

Vasquez, V. & VanderZanden, S. (2009). Critical Moves in Literacy Education. In Cooper, K. (Ed). Critical Literacies in Action: Social Perspectives and Teaching Practices. (pp. 117-126). New York, N.Y. : Springer Publishing Company. 9 pages. 

Albers, M., and Vasquez, V. (2008) A Classroom with a View: Teachers, Multi-modality and New Literacies. Talking Points. Urbana, IL, National Council Of Teachers Of English. 

Vasquez, V. (2007). Doing Critical Literacy with young children: Using the everyday to take up issues of social justice and equity in a pre-kindergarten setting. New England Reading Association Journal.

Vasquez, V. (Contributor) (2005). Critical Literacy. In Larson, J. & Marsh, J. Making Literacy Real. (pp. 40-67). Thousand Oaks, CA: Sage. 38 pages. 

Vasquez, V. (2005). Creating Spaces for Critical Literacy with Young Children: Using Everyday Issues and Everyday Text. In Evans, J. (Ed.). Literacy Moves On. (pp. 78-97). David Fulton Publishers (UK) and Heinemann (USA). 19 pages. 

Vasquez, V. (2005). Resistance, power-tricky, and colorless energy: What Engagement with Everyday Popular Culture Texts Can Teach Us about Learning and Literacy. In Marsh J. (Ed.). Popular Culture, Media and Digital Literacies in Early Childhood. (pp. 201-219). New York,N.Y.: Falmer Press, UK/ Routledge Press, USA. 19 pages. 

Vasquez, V. (2001). Constructing a Critical Curriculum with Young Children. In Comber, B. & Simpson, A. (Eds.). Critical Literacy at Elementary Sites. (pp. 55-66). Mahwah, N.J.: Lawrence Erlbaum Associates. 11 pages. 

Vasquez, V. (2001). Classroom Inquiry into the Incidental Unfolding of Social Justice Issues: Seeking Out Possibilities in the Lives of Learners. In Comber, B. & Cakmac, S. (Eds.). Critiquing Whole Language and Classroom Inquiry. (pp.200-215).Urbana, IL: National Council of Teachers of English. 15 pages.

Harste, J., C. Leland, M. Lewison, A, Ociepka & V. Vasquez. (2000). Supporting Critical Conversations in Classrooms. In Mitchell Pierce (Ed.) Adventuring With Books. (pp.507-554). Urbana, IL. National Council of Teachers of English. 47pages. 

Harste, J., M. Lewison, C. Leland, A. Ociepka & V. Vasquez (2000). Exploring Critical Literacy: You Can Hear a Pin Drop. In NCTE (Eds.) Trends and Issues in Elementary Language Arts. (pp.203-218). Urbana,IL: National Council of Teachers of English. 15 pages. 

Albright, J., Church, S. Settle, S, & Vasquez, V. (1999). A Conversation about Critical Literacy. In Edelsky, C. (Ed.) Making Justice Our Project. (pp. 144-162). Urbana, IL: National Council of Teachers of English. 18 pages.

Articles

Vasquez, V., Janks, H., Comber, B. (2019). Critical Literacy as a Way of Being and Doing. Language Arts.

Vasquez, V. (2019) Game On. Curriculum Inquiry. 49(2), 173-190.

Vasquez, V. (2015) Podcasting as Transformative Work. Theory Into Practice. 54(2), 147-153.  

Vasquez, V. (2014). So the Boys Won’t Bother Us: A Kindergarten Student as Researcher. Language Arts. 91(1), 52-58.

Vasquez,V. (2014). Critical Literacy and Technology. Council Chronicle.March2014 

Refereed Articles

Vasquez, V. (1991) Teaching is All about Learning. Indirections. 16(4). Toronto, ON: Ontario Council for Teachers of English Language Arts. 2 pages.

Vasquez, V. (1992). I Was a Collector. The Reading Teacher. 47(2). p.161. Newark, DE: International Reading Association. 1 page.

Vasquez, V. (1992) The Other Side of Rainbows. Reading Today. 9(3). P.26.Newark, DE: International Reading Association. 2 pages.

Vasquez, V. (1993). Driving the Distance: Inquiry Learning. Indirections. 18(2). Pp.24-27 Toronto, ON: Ontario Council For Teachers Of English Language Arts. 4 pages.

Vasquez, V. (1994). A Step in the Dance of Critical Literacy. UKRAReading. 28(1). pp.39-43. Oxford, UK: Blackwell Publishers. 5 pages.

Harste, J. and V.Vasquez. (1998). The Work We Do: Journal as Audit Trail. Language Arts. 75(4). pp.266-276. Urbana, IL: National Council of Teachers of English. 

Vasquez, V. (1998). Building Equitable Communities: Taking Social Action in a Kindergarten Classroom. Talking Points. 9(2). pp.3-7 Urbana,IL: National Council of Teachers of English. 5 pages.

Harste, J., M. Lewison, C. Leland, A. Ociepka and V. Vasquez. (1999). Exploring Critical Literacy Language Arts 77(1). pp.70-77.Urbana, IL: National Council of Teachers of English. 8 pages.

Vasquez, V. (2000) Language Stories and Critical Literacy Lessons. Talking Points. 11(2). pp.5-8 Urbana, IL: National Council Of Teachers Of English.

Vasquez, V. (2000). Our Way: Using the Everyday to Create a Critical Literacy Curriculum. Primary Voices. 9(2). pp.8-13 Urbana, IL, National Council Of Teachers Of English. 6 pages.

Vasquez, V. (2001). Creating a Critical Literacy Curriculum with Young Children. Phi Delta Kappa International Research Bulletin. Bloomington, IN: PDK. 4 pages.

Vasquez, V. (2001). Creating a Critical Literacy Curriculum with Young Children was included in the NN&Q Newsletter of Phi Delta Kappa International. 45(3). pp.1-4. Bloomington, IN: PDK. 4 pages.

Vasquez, V. (2003). What Engagement with Pokemon Can Teach Us about Learning and Literacy. Language Arts.. 81(1). pp.118-125. Urbana, IL: National Council of Teachers of English. 8 pages.

Harste, J. C., Leland, C., Schmidt, K., Vasquez, V., & Ociepka, A. (January/February 2004). Practice makes practice, or does it? The relationship between theory and practice in teacher education. Reading On-Line, 7:4,. Newark, DE: The International Reading Association. 44 pages
This article received more hits than any other article published in Reading Online during January 2004 and February 2004

Vasquez, V. (2007). Using The Everyday To Engage In Critical Literacies With Young Children. New England Reading Association Journal. Portland, ME: Port Press. Pp.6-11.

Albers, M., and Vasquez, V. (2008) A Classroom with a View: Teachers, Multi-modality and New Literacies. Talking Points. Urbana, IL, National Council Of Teachers Of English.



Invited Articles

Vasquez, V. (2014). Critical Literacy and Technology. NCTE Council Chronicle. March , pp.28-29.

Vasquez, V. (2000). Building Community Through Social Action. School Talk. 5(4). pp. 2-4. Urbana,IL: National Council of Teachers of English. 3 pages.

Vasquez, V. (2000). Getting Beyond I Like the Book: Putting a Critical Edge on Kids’ Purposes for Reading. School Talk. 5(2). pp.2-3. 2 pages.

Vasquez, V. (2000) Frameworks for Locating Teaching Practice: Theoretical and Pedagogical Intersections. The Fourth R. pp.11-12. Washington, DC: Conflict Resolution Education Network. 2 pages.

Nixon, H., Comber, B., Vasquez V. (2001) Cross-cultural Experiences. Journal of Adolescent and Adult Literacy. 45(3). pp.250-255. Newark, DE: The International Reading Association. 5 pages.

Vasquez, V., Comber, B., Nixon, H. (2001). Social Worlds of Adolescents Living on the Fringe. Journal of Adolescent and Adult Literacy. 45(2). pp.170-174. Newark, DE: The International Reading Association. 5 pages.

Vasquez, V. (2001). (Ed) Critical Literacy: What Is It, and What Does It Look Like in Elementary Classrooms. School Talk. 6(3). pp.1-8. Urbana,IL: National Council of Teachers of English. 9 pages.

Nixon, H., Comber, B, Vasquez, V. (2001) Books for Adolescents. Journal of Adolescent and Adult Literacy. 45(1). pp.82-88. Newark, DE: The International Reading Association. 7 pages.

Vasquez V, Comber, B., Nixon, H. (2002) Books Unusual, Humorous and Social Issues Texts. Journal of Adolescent and Adult Literacy. 45(7). pp.657-663. Newark, DE: The International Reading Association. 7 pages.

Vasquez V., Comber, B., Nixon, H., (2002) Books for Adolescents. Journal of Adolescent and Adult Literacy. 45(6). pp.547-552. Newark, DE: The International Reading Association. 6 pages.

Vasquez, V. and Egawa,K. (Eds.) (2002) Everyday Texts, Everyday Literacies. School Talk..8(1). pp.1-8. Urbana, IL: National Council of Teachers of English. 8 pages.

Vasquez V., Comber, B., Nixon, and H., (2002) Books for Adolescents: Coming of Age. Journal of Adolescent and Adult Literacy. 45(4). pp.329-335.Newark, DE: The International Reading Association. 7 pages.

Hansen, J. and Vasquez, V. (Eds) (2002) Reading to Students as Part of Genre Studies. School Talk. 7(3). pp. 1-8. Urbana,IL: National Council of Teachers of English. 8 pages.

Harste, J. and Vasquez, V. (2002). Outcomes: Get a Grip. In Vaught-Alexander, K. The National Council Of Teachers Of English book project on the National Writing Program Administrators’ Outcome Statement for First Year Composition. Urbana. IL: National Council of Teachers of English. 2 pages.

Comber, B., Vasquez V., Nixon, H. (2002) Books for Adolescents. Journal of Adolescent and Adult Literacy. 45(5). pp.435-439.Newark, DE: The International Reading Association. 5 pages.

Hansen, J. and Vasquez, V. (Eds) (2002). Writing Pictures Painting Stories. School Talk. 7(4). pp.1-8. Urbana,IL: National Council of Teachers of English. 8 pages.

Vasquez V., Comber, B., Nixon, H. (2002) Books for Adolescents. Journal of Adolescent and Adult Literacy. 45(8). pp.790-795. Newark, DE: The International Reading Association.. 6 pages.

Wong Kam, J. and Vasquez, V. (Eds.) (2003). Writing Today. School Talk.. 9(1). pp.1-8. Urbana, IL: National Council of Teachers of English. 8 pages.

Vasquez, V. and Wong-Kam,J. (Eds.) (2003) Disrupting the Commonplace: Elementary Teachers Researching Critical Literacy.. School Talk.. 8(4). pp.1-8. Urbana, IL: National Council of Teachers of English. 8 pages.

Vasquez, V. and Wong-Kam,J. (Eds.) (2003) Information Communication Technologies in the Primary School Classroom. School Talk.. 8(3). Pp.1-8. Urbana, IL: National Council of Teachers of English. 8 pages.

Vasquez, V. and Wong-Kam,J. (Eds.) (2003) A New Look at Early Literacy. School Talk.8(2). pp.1-8 Urbana, IL: National Council of Teachers of English . 8 pages.

Stephens, D., Mills, H., Short, K., and Vasquez , V. (2008) An Interview with Jerome C. Harste and Carolyn Burke. Language Arts . Urbana, IL: National Council of Teachers of English.

Vasquez,V. and Souto-Manning,M.(2009)It's all 'bout tryin' to make ev'ryone sames. Council Chronicle. Urbana, IL: NCTE. Pp.28-30.

Merchant, G., Carrington, V., Vasquez, V. (2010) (Eds.) New Technologies and Childhood special issue of the Journal of Early Childhood Literacy. Thousand Oaks,CA: Sage Publications.

Book Chapters

Book Chapters
Albright, J., S. Church, S. Settle and V. Vasquez. (1999). A Conversation about Critical Literacy. In Edelsky, C. (Ed.) Making Justice Our Project. Pp. 144-162. Urbana, IL: National Council of Teachers of English. 18 pages.

Harste, J., C. Leland, M. Lewison, A, Ociepka and V. Vasquez. (2000). Supporting Critical Conversations in Classrooms. In Mitchell Pierce (Ed.) Adventuring With Books. pp.507-554. Urbana, IL. National Council of Teachers of English. 47 pages

Harste, J., M. Lewison, C. Leland, A. Ociepka and V. Vasquez (2000) Exploring Critical Literacy: You Can Hear a Pin Drop. In Graham, B. (Ed.) Trends and Issues in Elementary Language Arts. pp.203-218. Urbana, IL: National Council Of Teachers Of English. 15 pages.

Vasquez, V. (2001) Constructing a Critical Curriculum with Young Children. In Critical Literacy at Elementary Sites. Comber, B. & Simpson, A. (Eds.). Pp. 55-66. Mahwah, N.J.: Lawrence Erlbaum Associates. 11 pages

Vasquez, V. (2001). Classroom Inquiry into the Incidental Unfolding of Social Justice Issues: Seeking Out Possibilities in the Lives of Learners. In Critiquing Whole Language and Classroom Inquiry. . Comber, B. & Cakmac, S. (Eds.). Pp.200-215.Urbana, IL: National Council of Teachers of English. 15 pages

Vasquez, V. (2005) Resistance, power-tricky, and colorless energy: What Engagement with Everyday Popular Culture Texts Can Teach Us about Learning and Literacy. In Marsh J. (Ed.) Popular Culture, Media and Digital Literacies in Early Childhood. Falmer Press, UK. 15 pages.

Vasquez, V. (2005) Creating Spaces for Critical Literacy with Young Children: Using Everyday Issues and Everyday Print. In Evans, J. (Ed.) Reading Isn’t Just about Books: 21st Century Approaches for 21st Century Children. David Fulton Publishers (UK) and Heinemann (USA) 14 pages.

Vasquez, V. (2005) Critical Literacy. In Larson, J. and Marsh, J. Making Literac Real. London, New Dehli, Thousand Oaks, CA: Sage. Contributor. 38 pages.

Vasquez, V. , and VanderZanden, S. (2009). Critical Moves in Literacy Education. In Cooper, K. Critical Literacies in Action: Social Perspectives and Teaching Practices. New York: Springer Publishing Company.

Vasquez, V., Harste, J., and Albers, P. (2010). In Baker, B. (Ed) New Literacies from Multiple Perspectives. Peter Lang Publishers.

Vasquez, V., and Felderman C. (2011). Critical Literacy Goes Digital: Exploring Intersections Between Critical Literacies and New Technologies with Young Children. In Myers, R., and Whitmore K. Reviving Reading. In Progress.