Kimberly Lenters

Associate Professor

Language & Literacy

Tier ll CRC

PhD - Language and Literacy Education

University of British Columbia

MA - Literacy Education

University of British Columbia


University of Calgary

Contact information


Office: 403.220.2989

Web presence



Main Campus : EDT1042

Research and Scholarly Activity

Research areas

  • Literacy
  • Literacy and posthumanism
  • Socio-material literacies
  • Multimodal literacies
  • Elementary education
  • Family and community literacy
  • Case study research


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 Project:

Project: Playful(l) Literacies: Language and Literacy Learning in the Early Elementary Years

With Ronna Mosher

Funding Agency: SSHRC Insight Development Grant


Professional & Community Affiliations

Dr. Lenters is a book editor for the Journal of Early Childhood Literacy. She 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, among others.


Dr. Lenters is a Canada Research Chair (Tier II) in Language and Literacy Education. 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. Prior to taking up her work in literacy research, Dr. Lenters lived and taught at the elementary school level in several areas of Canada, in addition to Namibia, Argentina, Colombia, and Chile.



  • Lenters, K., & McDermott, M. (Eds.) (in press). Affect, embodiment, and place in critical literacy: Assembling theory and practice.  New York: Routledge.


  • Lenters, K. (forthcoming). Agency and assemblage in children’s literacies.  In D. Sumara and D. Alvermann (Eds.), Ideas that Changed Literacy Practices: First Person Accounts from Leading Voices.  Gorham, ME: Myers Education Press.
  • Lenters, K. (forthcoming). Affect theory and textual variations. In R. Tierney, F. Rizvi, K. Erickan, & G. Smith (Eds.), The Elsevier International Encyclopedia of Education, 4th volume. New York: Elsevier.
  • Lenters, K. (2019).  Charlene’s puppies: Embarrassing obsessions or vibrant matter deeply connected to ethical literacies?  In K. Leander & C. Ehret (Eds.), Affect in Literacy Learning and Teaching: Pedagogies, Politics, and Coming to Know. New York: Routledge.
  • 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.
  • 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. (2014). Reassembling the Literacy Event in Shirley Brice Heath’s “Ways with Words”. In M. Prinsloo and C. Stroud (Eds.), Educating for Language and Literacy Diversity: Mobile Selves (pp. 153-172). London: Routledge.


  • Lenters, K., & Whitford, A. (2020).  Making macaroni: Classroom improv for transformative embodied critical literacy.  English Teaching: Practice & Critique (19)4, 463-478.
  • McDermott, M., & Lenters, K. (2020). Youth reassembling difficult topics through humour as boundary play.  Pedagogy, Culture & Society,
  • Jubas, K., & Lenters, K. (2019). Extemporaneous lessons on place, space, and identity: Graffiti as pedagogical disruption. Engaged Scholar Journal, 5(2), 79-94.
  • Lenters, K. (2019).  Nerdisms, Almina, and the petsitter: Becoming social commentary composer. Research in the Teaching of English, 53(4), 363-389.   
  • Lenters, K. (2018). Multimodal becoming: Literacy in and beyond the classroom. The Reading Teacher, 71(6), 643-649.
  • Lenters, K., & Smith, C. (2018).  Assembling improv and collaborative story building in language arts class. The Reading Teacher, 72(2), 179-189.   
  • Lenters, K., & Whitford, A. (2018).  Failing with grace: Kids, improv, and embodied literacies. Literacy, 52(1), 117-127.
  • 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 Instruction55(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.