University of Calgary

Kimberly Lenters

  • Associate Professor


Dr. Lenters has lived and taught in several areas of Canada, in addition to Namibia, Argentina, Colombia and Chile. Her graduate work in literacy education (MA and PhD) was undertaken at the University of British Columbia in the Department of Language and Literacy Education. In 2011, Dr. Lenters joined the Faculty of Education at the University of Calgary where she currently teaches courses in the Bachelor of Education program for pre-service teachers, post-graduate courses for in-service teachers, and graduate level courses.

Research & Scholarly Activity

Dr. Lenters’ work focuses primarily on ways in which socio-material perspectives of literacy may be utilized to understand and enhance children's literacy development across their terrains of home, community, and school.

Current Projects:

Project: Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice

Principal Investigator

Funding: SSHRC Connection Grant and Werklund Dean's Office




University of Calgary

MA in Literacy Education
University of British Columbia

PhD in Language and Literacy Education
University of British Columbia

Professional & Community Affiliations

Dr. Lenters is a member of the Language and Literacy Researchers of Canada, the Literacy Research Association, the National Council for Teachers of English, and the International Reading Association. She reviews manuscripts and proposals for these associations, in addition to publication such as Research in the Teaching of English and the Journal of Early Childhood Literacy. 

  • Literacy Research Association, Field Council Representative


Lenters, K., & Whitford, A. (2018).  Failing with grace: Kids, improv, and embodied literacies. Literacy, 52(1).

Winters, K.L., Figg, C., Lenters, K., & Potts, D. (2017). Performing picturebooks as co-authorship: Audiences critically and semiotically interact with professional authors during author visits.  In Nodelman, P., Reimer, M., & Hamer, N. (Eds.), More Words about Pictures.New York: Routledge.

Lenters, K. (2016). Riding the lines and overwriting in the margins:  Affect and multimodal literacy practices. Journal of Literacy Research,48(2), 280-316.

Lenters, K. (2016). Telling "a Story of Somebody" through digital scrapbooking: A fourth grade multiliteracies project takes an affective turn. Literacy Research and Instruction, 55(3), 262-283.

McTavish, M., & Lenters. K. (2016).  Reconceptualizing “family time” in family literacy programs:  Lessons learned from refugee and immigrant families.  In J. Anderson, A. Anderson, J. Hare., & M. McTavish (Eds.), Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.

Lenters, K. & Grant, K. (2016). Feedback loops: Assembling students, stories, and devices for multimodal feedback in a writer’s workshop.  Language Arts, 93(3), 185-199.

Burwell, C. & Lenters, K. (2015). Word on the street: Investigating linguistic landscapes with urban Canadian youth. Pedagogies: An International Journal, , 10(3), 201-221

Lenters, K. (2014). Reassembling the literacy event in Shirley Brice Heath's Ways with Words. In M. Prinsloo & C. Stroud (Eds.), Language, Literacy and Diversity: Mobile Selves, pp. 153-172. London: Palgrave.

Purcell-Gates, V., Lenters, K., McTavish, M. & Anderson, J. (2014). Working with Different Cultural Patterns and Beliefs: Teachers and Families Learning Together. Multicultural Education, School, Family, Community Engagement and Partnerships special issue, 21(3/4), 18-22.

Lenters, K. (2014). Just doing our jobs: Literacy-in-action in a fifth grade classroom. Language & Literacy: A Canadian E-Journal, 16(1), 53-70.

Lenters, K., & Winters, K.L. (2013). Fracturing writing spaces: Multimodal storytelling ignites process writing. The Reading Teacher, 67(3), 227-237.

Lenters, K., & McTavish, M. (2013). Student planners in-school and out-of-school: Who's managing whom? Literacy, 47(2), 79-87.

Anderson, J., Purcell-Gates, V., Lenters, K., & McTavish, M. (2012). Real-world literacy activity in pre-school. Community Literacy Journal, 6(2), 75-95.

Lenters, K. (2012). Enhancing and displacing literacy practices: Examining publishing in a writer's workshop. Language & Literacy: A Canadian E-Journal, 14(1), 125-151.

Purcell-Gates, V., Anderson, J., Gagne, M., Jang, K., Lenters, K., & McTavish, M., (2012). Measuring situated literacy activity: Challenges and promises. Journal of Literacy Research (JLR), 44(4).

Lenters, K. (2008). Programming family literacy: Tensions and directions. Community Literacy Journal, 2(2), 3-22.

Anderson, J., Lenters, K., & McTavish, M. (2008). Constructing families, constructing literacy: A critical analysis of family literacy websites. The School Community Journal, 18(1), 61-78.

Lenters, K. (2007). From storybooks to games, comics, bands and chapter books: A young boy's appropriation of literacy practices. Canadian Journal of Education, 30(1), 113-136.

Lenters, K. (2005). No half-measures: Reading instruction for young second language learners. The Reading Teacher, 58(4) 328-336.

Lenters, K. (2006). Resistance, struggle and the adolescent reader. Journal of Adolescent and Adult Literacy, 50(2), 136-146.



  • Social Sciences and Humanities Research Council Two-Year Doctoral Fellowship 
  • University of British Columbia Dean of Education Award
  • University of British Columbia Jimmar Memorial Scholarship in Education
  • University of British Columbia Faculty of Education Mary Elizabeth Simpson Award
  • University of British Columbia University Graduate Fellowship
Photograph of Kimberly Lenters
Powered by UNITIS. More features.