Teaching and Learning
Office: ZEB 351A
Specialty: Literacy Education
Jackie has been involved in literacy research for over 20 years. She received a Ph.D. in Language and Literacy Education from the University of British Columbia in 2003, and was a SSHRC Postdoctoral Research Fellow at Michigan State University from 2003 to 2005. Prior to joining FIU, she was as an associate professor at York University. Her work has been published in peer-reviewed journals including the Journal of Early Childhood Literacy, Reading Psychology, the Journal of Research in Reading, and the Journal of Early Childhood Teacher Education. She has co-authored two books: Teaching and Learning about Family Literacy and Family Literacy Programs (Routledge), and Literacy: Reading, Writing and Children’s Literature (Oxford University Press). Her research focuses on early literacy, family literacy, and educator professional learning. Jackie is currently involved in a family literacy project with diverse families.
Lynch, J., & Mirabal, J. (in press). Engaging in a multilingual family literacy program: An evolving collaborative approach. In V. Lee & K. Lewis (Eds.), Advancing culturally responsive and socially just approaches to multilingual family-school partnerships. Rowan & Littlefield.
Jones, B., & Lynch, J. (2023). Teachers’ and Black students’ views on the incorporation of African American children’s literature in an after-school book club: Collaborative and culturally-based learning. Literacy. Advance online publication. https://onlinelibrary.wiley.com/doi/10.1111/lit.12326
Lynch, J., & Prins, E. (2023). Knowledge to support early educators and elementary school teachers' engagement in family literacy and family literacy programs. The Reading Teacher, 76(5), 618-626. https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2187
Rosati, A., & Lynch, J. (2023). Professional learning on the neuroscience of challenging behavior: Effects on early childhood educators’ beliefs and practices. Early Childhood Education Journal, 51(2), 235–245. https://doi.org/10.1007/s10643-021-01301-2
Lynch, J., & Prins, E. (2022). Teaching and learning about family literacy and family literacy programs. Routledge. https://www.routledge.com/Teaching-and-Learning-about-Family-Literacy-and-Family-Literacy-Programs/Lynch-Prins/p/book/9780367371302
Lynch, J. (2021). Elementary school teachers’ and parents’ perspectives of home-school engagement and children’s literacy learning in a low-income area. School Community Journal, 31(1), 127-148. https://www.adi.org/journal/2021ss/LynchSS21.pdf
Lynch, J., & Zwerling, H. (2020). Bringing neighborhood dads into classrooms: Supporting literacy engagement. The Reading Teacher, 74(2), 169-178. https://doi.org/10.1002/trtr.1913
Lynch, J. (2019). Father reflections on their involvement with primary school students: Connections to school literacy learning. Literacy Research: Theory, Method, and Practice, 68, 396-416. https://doi.org/10.1177/2381336919870210
Lynch, J. (2019). Navigating gender and social influences on early literacy development. In B. Guzzetti, T. Bean, & J. Dunkerly-Bean (Eds.), Literacies, sexualities, and gender: Understanding identities from preschool to adulthood (pp. 3-14). Routledge. https://doi.org/10.4324/9780429458514
Links to other publications can be found at Google Scholar.
Lynch, J., & Jones, B. (2023, May). Teaching language arts in a Title 1 elementary school: Evoking educators’ perspectives on their practice. Paper presented at the annual conference of the American Educational Research Literacy Association, Chicago, Illinois. (virtual)
Lynch, J., & Mirabal, J. (2022, July). Designing a family literacy program with diverse families during Covid: Implementation and parental feedback. Paper presented at the 22nd European Conference on Literacy, Dublin, Ireland.
Jones, B., & Lynch, J. (2021, December). A culturally responsive book club: Perspectives on African American students’ learning. Paper presented at the annual conference of the Literacy Research Association, Atlanta, GA.
Rosati, A., & Lynch, J. (2021, April). The effects of a self-regulation professional learning intervention on early childhood educator beliefs and practices. Paper presented at the annual meeting of the American Educational Research Association. (virtual)
Lynch, J. (2020, December). Home-school engagement and literacy learning: Elementary school teachers and low-income parents. Paper presented at the annual conference of the Literacy Research Association. (virtual)
Lynch, J., & Jones, B. (2019, December). An examination of low-income parents’ perspectives of home-school engagement and literacy learning in an inner city school. Paper presented at the annual conference of the Literacy Research Association, Tampa, Florida.
Lynch, J. (2019, October). Improving teacher engagement with parents from low-income, culturally diverse backgrounds. Paper presented at the International Literacy Association’s Annual Convention, New Orleans, Louisiana.