First Name
Luigi
Last Name
Iannacci
Email
luigiiannacci@trentu.ca
Phone
705-748-1011 ext. 7508
Location
Otonabee College 209
Campus
Peterborough
Job Title
Associate Professor
Accreditation
BA, BEd (York), MEd, PhD (Western)
Image
Home Department
Program Affiliation
Areas of Expertise
Publications
Iannacci, L. (2015). Negotiating consent: Neoliberalism and the politics of conducting research with young children. Canadian Children, 40 (3), 16-26.
Iannacci, L. (2015). Reconceptualizing assessment in early childhood education: Narrative documentation and asset-oriented ways of understanding children’s literacies. International Journal of Holistic Early Learning and Development, 2, 17-33.
Heydon, R., Moffatt, L. & Iannacci, L. (2015). 'Every day he has a dream to tell': Classroom literacy curriculum in a full-day kindergarten. Journal of Curriculum Studies. 47(2), 171-202.
Iannacci, L. (2014). Competent and valued: responding to culturally and linguistically diverse students’ literacy and identity. Education Canada, 54, (1), 18-20.
Graham, B. & Iannacci, L. (2013). Reconceptualizing “Special Education” Curriculum in a Bachelor of Education Program: Teacher Candidate Discourses and Teacher Educator Practices. Canadian Journal of Disability Studies, 2 (2), 10-34.
Iannacci, L & Graham, B. (2010). Mind the Gap: Destabilizing Dominant Discourses and Beliefs about Learning Disabilities in a Bachelor of Education Program. Alberta Journal of Educational Research, 56 (3), 274-290.
Iannacci, L & Graham, B. (2010). Intersections between and understandings of literacy and disability in a B.Ed program: Discourses, tensions and curriculum. Language and Literacy: A Canadian Educational E- journal 12 (2), 52-70.
Iannacci, L. (2008). Beyond the pragmatic and the liminal: Culturally and linguistically diverse (CLD) students code switching (CS) in early years classrooms. TESL Canada Journal 25(2), 103-123.
Iannacci, L. (2007). Critical Narrative Research (CNR): Conceptualizing and furthering the validity of an emerging methodology. Vitae Scholasticae 24, 55-76.
Iannacci, L. (2007). Learning to “Do” School: Procedural display and culturally and linguistically diverse (CLD) students in Canadian early childhood education (ECE). Journal of the Canadian Association for Curriculum Studies. 4 (2), 55-76.
Heydon, R. & Iannacci, L. (2006). Biomedical approaches to literacy: Two curriculum teachers challenge the treatment of dis/ability in contemporary early literacy education. Language & Literacy. Special Print Edition, May 2006.
Hibbert, K. & Iannacci, L. (2005). From dissemination to discernment: The commodification of literacy instruction and the fostering of ‘good teacher consumerism’. The Reading Teacher. 58(8), 716-727.
Heydon, R., Hibbert, K.& Iannacci, L. (2004/2005). Strategies to support balanced literacy approaches in pre- and in-service teacher education. Journal of Adult and Adolescent Literacy Instruction. 48, (4), 2-9.
Heydon, R. & Iannacci, L. (2004). Learning How to ‘Do’: Creating spaces for “The Missing” in Language and Literacy Curricula and research. Journal of the Canadian Association for Curriculum Studies. 2, (2), 1-6.
Iannacci, L. (2015). Reconceptualizing assessment in early childhood education: Narrative documentation and asset-oriented ways of understanding children’s literacies. International Journal of Holistic Early Learning and Development, 2, 17-33.
Heydon, R., Moffatt, L. & Iannacci, L. (2015). 'Every day he has a dream to tell': Classroom literacy curriculum in a full-day kindergarten. Journal of Curriculum Studies. 47(2), 171-202.
Iannacci, L. (2014). Competent and valued: responding to culturally and linguistically diverse students’ literacy and identity. Education Canada, 54, (1), 18-20.
Graham, B. & Iannacci, L. (2013). Reconceptualizing “Special Education” Curriculum in a Bachelor of Education Program: Teacher Candidate Discourses and Teacher Educator Practices. Canadian Journal of Disability Studies, 2 (2), 10-34.
Iannacci, L & Graham, B. (2010). Mind the Gap: Destabilizing Dominant Discourses and Beliefs about Learning Disabilities in a Bachelor of Education Program. Alberta Journal of Educational Research, 56 (3), 274-290.
Iannacci, L & Graham, B. (2010). Intersections between and understandings of literacy and disability in a B.Ed program: Discourses, tensions and curriculum. Language and Literacy: A Canadian Educational E- journal 12 (2), 52-70.
Iannacci, L. (2008). Beyond the pragmatic and the liminal: Culturally and linguistically diverse (CLD) students code switching (CS) in early years classrooms. TESL Canada Journal 25(2), 103-123.
Iannacci, L. (2007). Critical Narrative Research (CNR): Conceptualizing and furthering the validity of an emerging methodology. Vitae Scholasticae 24, 55-76.
Iannacci, L. (2007). Learning to “Do” School: Procedural display and culturally and linguistically diverse (CLD) students in Canadian early childhood education (ECE). Journal of the Canadian Association for Curriculum Studies. 4 (2), 55-76.
Heydon, R. & Iannacci, L. (2006). Biomedical approaches to literacy: Two curriculum teachers challenge the treatment of dis/ability in contemporary early literacy education. Language & Literacy. Special Print Edition, May 2006.
Hibbert, K. & Iannacci, L. (2005). From dissemination to discernment: The commodification of literacy instruction and the fostering of ‘good teacher consumerism’. The Reading Teacher. 58(8), 716-727.
Heydon, R., Hibbert, K.& Iannacci, L. (2004/2005). Strategies to support balanced literacy approaches in pre- and in-service teacher education. Journal of Adult and Adolescent Literacy Instruction. 48, (4), 2-9.
Heydon, R. & Iannacci, L. (2004). Learning How to ‘Do’: Creating spaces for “The Missing” in Language and Literacy Curricula and research. Journal of the Canadian Association for Curriculum Studies. 2, (2), 1-6.
Areas of Research
First and second language and literacy learning, critical multiculturalism, critical dis/ability studies, early childhood education, critical narrative research and ethics.
Media Database
Yes