Garland, K.E. “How Reading is Helping Me Fight Through Feeling Powerless Over COVID-19.” https://themighty.com/2020/04/reading-helps-feel-powerless-coronavirus/ Accessed 3 Apr. 2020
Garland, K.E. “What It Actually Means to be Pro-Choice.” https://medium.com/pulpmag/what-it-actually-means-to-be-pro-choice-e6524714b952. Accessed 17 Feb. 2020.
Garland, Kathy. “3 Ways to Rethink your Valentine’s Day Rhetoric.” KPB Mag, http://www.knucklepopbrand.com/KPBMAG/2017/02/13/3-ways-to-rethink-your-valentines-day-rhetoric/. Accessed 13 Feb. 2017.
Garland, K E. The Unhappy Wife. Katherin Garland, 2016.
Garland, K E. “I’m a Black Natural-Haired Woman, I Travel and I’m Tired of Microagressions.” For Harriet, http://www.forharriet.com/2016/02/im-black-natural-haired-woman-i-travel.html. Accessed 15 Feb. 2016.
Garland, K E. “Transient.” Talking Soup, http://talkingsoup.com/soup-bowl/transient. Accessed 13 Jan. 2016.
Garland, K E. Kwoted. Katherin Garland, 2015.
Garland, Katherin. “Rethinking Cancer Awareness.” South Florida Times, http://www.sfltimes.com/health-and-fitness/rethinking-cancer-awareness. Accessed 28 Oct. 2015.
Garland, Kathy. “Natural Responses: Learning to Tune Out Feedback on My Natural Hair.” For Harriet, http://www.forharriet.com/2014/03/natural-responses-learning-to-tune-out.html. Accessed 12 Mar. 2014.
Rodesiler, L., & Garland, K. (2018). Supremacy with a smile: White savior complex in The Blind Side. Screen Education. 92, 38-45.
Garland, K., & Bryan, K. (2017). Partnering with families and communities: Culturally responsive pedagogy at its best. Voices from the Middle. 24(3), 52-55.
Bryan, K., & Garland, K. (2016). Bridging literacies: How 21st century literacies can support second language acquisition. English Journal. 105(6), 94-96.
Garland, K. (2016). Exploring racial stereotypes through sports-related film. In Brown, A. & Rodesiler, (Eds.) Developing contemporary literacies through sports: A guide for the English classroom. (pp. 167-172) NCTE, Inc.
Roccanti, R., & Garland, K. (2015). 21st century narratives: Using transmedia storytelling in the language arts classroom. SIGNAL. 37(1), 16-20.
Garland, K., & Pace, B.G. (2014). Communicative practices in action: A snapshot of how students use language and texts to design a multimodal presentation. In Abrams, S. (Ed.) Integrating virtual and traditional learning in 6-12 classrooms: A layered literacies approach to multimodal meaning making. (pp. 95-100). Routledge Taylor & Francis Group.
Garland, K., & Smith, S. (2013). Exploring the core with in-depth popular film analysis: How students can create a film review using a critical media literacy framework. Florida English Journal. 6-12.
Garland, K. (2012). Analyzing classroom literacy events: What observing classroom conversations about popular culture can reveal about reading. English Journal. 101(6), 104-106.
Garland, K., & Mayer, M. (2012). Traditional language arts viewed through a media lens: Helping secondary students develop critical literacy with media literacy education. In Gorlewski, J.A., Porfilio, B., & Gorlewski, D.A. (Eds.) Using standards and high-stakes testing for students: Exploiting power with critical pedagogy. (pp. 207-222). Peter Lang Publishing, Inc.
Garland, K. (2012). Prezi. Journal of Media Education. 3(2), 53-54.
Garland, K. (2012). Learning about laughter: Looking at one teacher’s unit on comedy films. Screen Education. 66(4), 73-78.
Garland, K. (2011). Re-viewing popular film adaptations of young adult literature using three contemporary literacy strategies. SIGNAL. 34(2), 19-24.
Garland, K. (2009). The efficacy of using multiliterate approaches: Lessons from multiliteracies classrooms. A paper written for the Florida Inclusion Network.
Garland, K. (2019, March). Fostering preservice teachers’ media and 21st century literacies. [Web logcomment]. Retrieved from http://www2.ncte.org/blog/2019/02/fostering-preservice-teachers-media-and-21st-century-literacies/
Garland, K. (2017, June 19). Media literacy: A critique of how and why secondary language arts teachers currently use popular culture [Web log comment]. Retrieved from http://www.initiativefor21research.org/our-thinking/media-literacy-a-critique-of-how-and-why-secondary-language-arts-teachers-currently-use-popular-culture
Garland, K., & Bryan, K. (Author). (2014, December). Media literacy education and second language learners [Digital Collection]. Literacies in L2 Project. Retrieved from http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/lslp-micro-paper-18-media-literacy-education-and-second-language-learners.pdf
Garland, K. (2014, Aug 1). It’s not your mama’s playlist: Using popular music in the 21st century classroom. [Web log comment]. Retrieved from http://www.initiativefor21research.org/our-thinking/its-not-your-mamas-playlist-using-popular-music-in-the-21st-century-classroom
Garland, K. (2014, May 4). Recognizing the “literacy” in media literacy education: Key points gleaned from a trained media literacy educator. [Web log comment]. Retrieved from http://www.initiativefor21research.org/our-thinking/recognizing-the-literacy-education-in-media-literacy-education-key-points-gleaned-from-a-trained-media-literacy-educator
Garland, K. (2014, Jan 26). Decisions, decisions: Popular film choices in the language arts class. [Web log comment]. Retrieved from http://www.initiativefor21research.org/our-thinking/decisions-decisions-popular-film-choices-in-the-language-arts-class