Coyle Fellow, University of Lethbridge

Robert LeBlanc

Bio

Dr. Robert Jean LeBlanc is Associate Professor of ELA/Literacy at the University of Lethbridge. He holds a PhD in Reading/Writing/Literacy from the University of Pennsylvania, where he received the 2017 Outstanding Dissertation Award from the AERA Catholic Education SIG. A former high school English teacher, he conducts research on literacy, classroom discourse, and secondary ELA. Dr. LeBlanc is currently conducting research which explores genre fiction and literary instruction in high school classrooms. His work has appeared in journals such as Language & Communication, Research in the Teaching of English, Linguistics and Education, Written Communication, Classroom Discourse, Journal of Adolescent & Adult Literacy, Curriculum Inquiry, Journal of Literacy Research, and The Reading Teacher.

Category
CLE Coyle Fellow
Education

Ph.D., University of Pennsylvania

MA, McGill University 

B.Ed, University of Saskatchewan

Link
https://www.ulethbridge.ca/education/profile/dr-robert-leblanc
Publications

REFEREED ACADEMIC JOURNALS (most recent)

  • LeBlanc, R.J. (Online First). Masking directions: Teacher instructions and COVID-19 protocols. Text & Talk.

  • LeBlanc, R.J. (2024). What keeps a narrative going? Teaching narrative interest. Changing English, 31(1), 55-64.

  • Stornaiuolo, A., Higgs, J., Nichols, T.P., LeBlanc, R.J., & de Roock, R. (2023). The platformization of writing instruction: Considering educational equity in new learning ecologies. Review of Research in Education, 47(1), 311-359

  • LeBlanc, R.J. & Stornaiuolo, A. (2023). Reading rhetorically: Discussing the ethics of narrative form.  Journal of Literacy Research, 55(4), 450-473.

  • LeBlanc, R.J. (2023). Being a ‘fun’ teacher: An interaction ritual chains approach. Journal of Curriculum and Pedagogy, 20(3), 188-205.

  • LeBlanc, R.J. (2022). Telling more than you should: Narratives, narratology, and character narration. English Journal, 111(4), 71-77

  • Juzwik, M., LeBlanc, R.J., Davila, D., Rackley, E. & Sarroub, L. (2022). Spiritual and religious meaning making in language and literacy studies: Global perspectives on teaching, learning, curriculum, and policy. English Teaching: Practice & Critique, 21(3), 225-235.

  • LeBlanc, R.J. (2021). Doing voices: Stylization, literary interpretation, and indexical valence. Linguistics and Education, 64(1), 1-11.

  • LeBlanc, R.J. (2021). The consolations of literature. English Journal, 110(6), 16-18

  • Nichols, T.P. & LeBlanc, R.J. (2021). Media pedagogy and the limits of “literacy”: Ecological orientations to performative platforms. Curriculum Inquiry, 51(4), 389-412.  [Translated to Portuguese and reprinted in Comunicação & Educação, 2023]

  • LeBlanc, R.J. (2021). “I’ve got to do this in a Southern”: Styling literary characters’ voices in the ELA classroom. Literacy, 55(1), 52-61.  

  • LeBlanc, R.J. (2021). Literary theory across genre chains: Intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education, 55(2), 177-200.

  • LeBlanc, R.J. (2021). Pierre Bourdieu and the religious political economy of schooling. Review of Education, Pedagogy, and Cultural Studies, 43(1), 275-292.  

  • Hartman, T. & LeBlanc, R.J. (2020). Dialogic encounters in teaching literary theory. English Language Arts Journal (formerly Alberta Voices), 1(1), 16-21.

  • LeBlanc, R.J. (2019). Pedagogic ventriloquation: Projected constructed direct reported speech in teacher talk. Language & Communication, 64(1), 25-37.  

  • LeBlanc, R.J. (2019). Teaching while praying, praying while teaching: An interactional sociolinguistics of educational prayer. Journal of Catholic Education, 22(1), 84-111.

  • LeBlanc, R.J. (2019). Observant participant: Carnal sociology and researcher identity in religious educational spaces. Ethnography and Education, 14(2), 242-257.

Robert LeBlanc - Center for Literacy Education Coyle Fellow