Threadgill, E. J., & Price, L. R. (Fall 2019). Assessing online viewing practices among college students. Journal of Media Literacy Education, 11(2), 37-55. doi:10.23860/JMLE-2019-11-2-3

Findings from the study indicate that while first-year college students generally perceive they have adequate practices in recognizing audience in media messages and questioning the credibility of news, there is room for improvement in questioning the credibility of advertisements.


Caverly, D. C., Payne, E. M., Castillo, A. M., Sarker, A. L, Threadgill, E., & West, D. A. (Aug. 2019). Digital technology literacies to build academic literacies. Journal of College Reading and Learning, 49(2), 1-36. doi:10.1080/10790195.2019.1638218

Findings indicate that students enrolled in developmental literacy courses use and value digital literacies for personal literacy practices, perceived a means to help others in their social communities, but struggled with connections of digital literacies to academic literacies. The authors propose methods for using these digital literacies to build academic literacies.


Threadgill, E. J. (Fall 2018). Student response to a corequisite pilot program: A retrospective. Journal of College Academic Support Programs, 1(2), 18-23.

This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for developmental writing.


Threadgill, E. J., & Paulson, E. J. (Fall 2017). Teaching the rhetorical situation to improve disciplinary literacy. Journal of College Academic Support Programs, 1(1), 49-50.

This promising practices article provides ideas for how to adapt the following exercises and assignments to improve disciplinary literacy: (a) rhetorical reading/writing questions, (b) a rhetorical analysis essay, and (c) workshops that teach students to read like a writer.


Paulson, E. J., & Threadgill, E. (Spring 2014). IRW in the college classroom. Texas Toolbox, 3, n.p. Retrieved from



Threadgill, E. (2012). Tutoring literature: Negotiating a literature-response discourse. In Agee, K., & Hodges, R. (Eds.), Handbook for training peer tutors and mentors (pp. 344-347). Mason, OH: Cengage Learning.

CRLA Handbook


Threadgill, E. (2010). Writing center work bridging boundaries: An interview with Muriel Harris. Journal of Developmental Education, 34(2), 20-25.

“Tutors of writing have to increase their awareness of the use and effects of visual rhetoric and visual literacy.”