Garland, K. E. “Good Enough,” Chicken Soup for the Soul: I’m Speaking Now: Black Women Share their Truth in 101 Stories of Love, Courage and Hope, 2021. 

Garland K. E. “There’s Strength in Softness.” Accessed 20 May. 2021

Garland, K.E. “How Reading is Helping Me Fight Through Feeling Powerless Over COVID-19.” Accessed 3 Apr. 2020

Garland, K.E. “What It Actually Means to be Pro-Choice.” Accessed 9 Mar. 2021.

Garland, Kathy. “3 Ways to Rethink your Valentine’s Day Rhetoric.” KPB  Mag, 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, Accessed 15 Feb. 2016.

Garland, K. E. “Transient.” Talking Soup Accessed 13 Jan. 2016.

Garland, K. E. Kwoted. Katherin Garland, 2015.

Garland, Katherin. “Rethinking Cancer Awareness.” South Florida Times, Accessed 28 Oct. 2015.

Garland, Kathy. “Natural Responses: Learning to Tune Out Feedback on My Natural Hair.” For Harriet Accessed 12 Mar. 2014.


Garland, K., Dredger, K.S., Beach C.L., & Leogrande, C. (Eds.). (2021). Stories of sports: Critical literacy in media production, consumption, and dissemination. Lexington Books.

Garland, K. (2021). Using critical media literacy to analyze Colin Kaepernick’s athletic activism. In K. Garland, K.S. Dredger, C.L. Beach, & C. Leogrande (Eds.), Stories of sports: Critical literacy in media production, consumption, and dissemination (pp. 5–25). Lexington Books.

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

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

Garland, K., & Bryan, K. (Author). (2014, December). Media literacy education and second language learners [Digital Collection]. Literacies in L2 Project. Retrieved from 

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

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

Garland, K. (2014, Jan 26). Decisions, decisions: Popular film choices in the language arts class. [Web log comment]. Retrieved from