Faculty Profiles

Alexandra Panos

Assistant Professor, Literacy Studies

Alexandra Panos

Email Address: ampanos@usf.edu 
Office Location: USF Tampa campus, EDU 202-I
Curriculum Vitae

Alexandra Panos (Ph.D.) is an Assistant Professor of Literacy Studies and Affiliate Faculty in Measurement and Research in the College of Education at the University of South Florida. She completed her Ph.D. at Indiana University Bloomington with a focus on Literacy, Language, and Culture Education and Qualitative Inquiry Methodology. She earned her M.A. at DePaul University Chicago with a focus on Urban and Multicultural Education before teaching Middle Grades English Language Arts and Media in Chicago, IL. Currently she serves as Director of Research for the Center for Climate Literacy and as one of the founding editors for the newly launched open access practitioner pocket journal, Climate Literacy in Education. Through a growing partnership with USF Libraries, Dr. Panos and her colleagues have recently launched a freely accessible resource portal as part of the Florida Environmental Natural History Portal, Ecoliteracies for Climate Action in Florida.

Dr. Panos centers her scholarship on the reality that, to quote Octavia Butler, "there is no end to what a living world demands of you." For her, this means prioritizing place-based, community-engaged, and postcritical activities that center the ecological and geographic dimensions of education for equity and justice. She learns from longitudinal and collaborative connections and shares her own learning with a variety of communities through open access resources and high impact scholarly publications. Her work has been published in the American Educational Research Journal, Linguistics and Education, Journal of Adolescent and Adult Literacy, Literacy UKLA, and International Studies in Sociology of Education among others.

Leadership Positions 

  • Professional
    • Director of Research, Center for Climate Literacy, University of Minnesota(2023-present)
    • Founding & Associate Editor, Journal of Climate Literacy in Education (2022-present)
    • Florida Journal of Educational Research, Editorial Board
    • Literacy Practice & Research Journal, Editorial Board
    • Elected, Program Co-Chair, Qualitative Research Special Interest Group, American Educational Research Association (2019-2023)
    • Invited Program Chair, Working Conference on Discourse Analysis in Education,
      School of Education, Indiana University [Rotating Conference: Indiana University Bloomington, University of Wisconsin, Madison & The Ohio State University] (2016-2017)
  • University of South Florida
    • Co-Chair, Qualitative Advisory Group (2021-present)
    • Secretary, Qualitative Advisory Group (2020-2021)
    • Member, Diversity Committee (2022-present)
    • Member, Dean’s Ad Hoc Committee STEM Department Development (2022-2023)
    • Alternate Representative, Graduate Policy Council (2022-present)
    • Alternate Representative, Undergraduate Policy Council (2022-present)
    • Chair, Institutional Review Board Committee (2022-present)
    • Member, Governance Committee (2022-present)
    • Elected Member, Institutional Review Board Committee (2021-present)
    • Elected Member, Digital Ecosystem Committee (2019-2022)

 Honors & Awards

  • College of Education Excellence in Undergraduate Education Award, University of South Florida (2020/2021/2022)
  • Area 4 (Literacy Assessment, Evaluation, and Public Policy) Chair Award for Outstanding Paper, Literacy Research Association (2021)
  • Spencer Dissertation Fellowship Semi-Finalist, National Academy of Education (2017)
     

Courses Taught

  • EDG 7931: Ecojustice Literacies (Doctoral/Hybrid) (2022-)
  • EDG 7931: Qualitative Spatial Methodologies (Doctoral/Hybrid) (2021-)
  • EDG 7931: Qualitative Methodologies for Literacy Research (Doctoral/Online) (2021-)
  • IND Study: Inquiries for Critical Literacy (Doctoral/Online) (2020-)
  • EDG 7938: Advanced Graduate Seminar: Writing Workshop (Doctoral/Hybrid) (2020-)
  • RED 6699: Ecojustice Literacies (Masters/Online (2022-)
  • RED 6068: Adolescent Literacy (Masters/Online) (2020-)
  • RED 6365: Disciplinary Literacy (Masters/Online) (2020-)
  • RED 4333: Content Area Reading (Undergraduate/Online) (2020-)
  • RED 6749: History & Foundations of Literacy Studies (Masters/Hybrid) (2019-)
  • LAE 6738: Teaching Reading in the English Curriculum (Masters/Online) (2019-)

Grants

  • Understanding Literacy’s Role in Climate Change Education in Florida (funded, 2023). New Researcher Grant, University of South Florida. PI: Panos, A. ($19, 684.00).
  • Florida Ecojustice Literacies Project: Teacher Orientations to Ecojustice Work (funded, 2022). COEDU Mini-Grant, University of South Florida. PI: Panos, A. Co-PIs: Boczar, A., Roselló, J., & Sherry, M. ($5,000).
  • Eco-Literacies: Open Teaching and Learning Resources for Climate Justice (funded, 2022). The American Library Association Carnegie Whitney Grant. PI: Boczar, A.. Co-PIs: Panos, A. & Ariew, S. ($5,000)
  • Using VR Immersive Technologies to Support Digital Literacy Composing (Funded, 2022). COEDU Mini-Grant, USF College of Education. PI: Schneider, J.J., Co-PIs: Panos, A., Persohn, L., Osvath, C. ($5,000)
  • Developing Open-Access Media for K-16+ Classrooms to Support Florida Interdisciplinary Climate Justice Education. Faculty Learning Community Grant (funded, 2021). Center for Innovative Teaching & Learning, University of South Florida. PI: Panos, A. Co-PIs: Persohn, L., Boczar, A., Cook, M., VanBeynen, K., Rosengrant, D., Sherry, M, Ariew, S., Jasinski Schneider, J.  ($3,500)
  • Assessment Mini-Grant (funded, 2018). University of Nebraska at Omaha. PI: Panos, A., CO-PI: Danielson, K. ($3,000)
  • Dual Language Library Development in Coratei, Paraguay. Summer Field Research Grant (funded, 2015). Department of Caribbean and Latin American Studies, Indiana University. PI: Panos, A. ($1,250)

Publications 

* indicates collaboration with student; ** indicates collaboration with community partner

  • Special Issues
    • Interrogating (un)masking in qualitative inquiry at the intersections of critical geographies and spatial justice. International Journal of Qualitative Studies in Education, 34(9). Panos, A. & Lester, J.N., Editors.
  • Journal Articles 

    • Wessel-Powell, C., Panos, A., & Weir, G.**. (accepted, July 2023). Advocacy stories: Equity literacy practices of white low income mothers navigating school reform. American Educational Research Journal. DOI: 10.3102/00028312231195805 (IF: 4.811)

    • Werthwine, K.** & Panos, A. Critical dialogue: Climate literacy in context. Climate Literacy in Education, 1(1), 31-33.
    • Editorial Collective. (2023). Climate literacy as resistance, hope, and activism. Climate Literacy in Education, 1(1), 1-3.
    • Damico, J., Baildon, M., & Panos, A. (2023). How can we confront climate denial? Expanding critical literacies with an inquiry model. Journal of Adolescent & Adult Literacy, 66(4), 257-266. DOI: 10.1002/jaal.1276. 
    • Panos, A., Wessel-Powell, C., Weir, R., & Pennington, C. (2022). Waypoints for literacy researchers: boundary tracing, historicizing, and enacting critical equity literacies. International Studies in Sociology of Education, 31(1-2), 80-103. DOI: DOI: 10.1080/09620214.2021.1956995. 
    • Panos, A. (2021). Reading about geography and race in the rural rustbelt: Mobilizing dis/affiliation as a practice of whiteness. Linguistics and Education, 65, DOI: https://doi.org/10.1016/j.linged.2021.100955.
    • Panos, A. & Lester, J.N. (2021). Introduction to the special issue: Interrogating (un)masking in qualitative inquiry at the intersections of critical geographies and spatial justice. International Journal of Qualitative Studies in Education, 34(9), 783-789. DOI: 10.1080/09518398.2021.1975059. 
    • Panos, A. & Damico, J. (2021). Less than 1% is not enough: How leading literacy organizations engaged with climate change from 2009 to 2018. Journal of Literacy and Language Education. http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Panos_JoLLE2021.pdf Paper awarded Outstanding Paper Award through Literacy Research Association Area 4.
    • Panos, A. (2021). The devil’s armpit and other tales from the rural rustbelt: Interrogating the process of un/masking in a postcritical ethnography about place.  International Journal of Qualitative Studies in Education, 34(9), 800-811. DOI: https://doi.org/10.1080/09518398.2021.1885762. 
    • Panos, A., Uttamchandani, S., & Lester, J.N. (2021). Beyond “doing no harm”: Saddle points in anonymization and masking as socialized practices for new researchers. International Journal of Qualitative Studies in Education34(9), 871-885. DOI: https://doi.org/10.1080/09518398.2021.1885080. 
    • Wessel-Powell, C., Panos, A., & Weir, R.**. (2021). A year of equity literacy: Community actions and invitations. Literacy, 55(1), 62-76. DOI: http://dx.doi.org/10.1111/lit.12237.
    • Damico, J., Baildon, M. & Panos, A. (2020). Climate justice literacy: Stories-we-live-by, ecolinguistics, and classroom practice. Journal of Adolescent and Adult Literacy 63(6), 683-691. DOI: https://doi.org/10.1002/jaal.1051. 
    • Beach, R., Boggs, G., Castek, J., Damico, J., Panos, A., & Wilson, N. (2020). Fostering preservice ELA teachers’ use of digital practices for addressing climate change. Contemporary Issues in Technology and Teacher Education. https://citejournal.org/proofing/fostering-preservice-and-in-service-ela-teachers-digital-practices-for-addressing-climate-change.
    • Panos, A. & Seelig, J. (2019). Discourses of the rural rustbelt: Schooling, poverty, rurality. Theory and Practice in Rural Education, 9(1), 22-43. DOI: https://doi.org/10.3776/tpre.2019.v9n1p23-43.
    • Damico, J., Baildon, M., & Panos, A. (2018). Media literacy and climate change in a post-truth society. Journal of Media Literacy Education, 10(2), 11-32. DOI: https://doi.org/10.23860/JMLE-2018-10-2-2.
    • Damico, J., Panos, A., & Baildon, M. (2018).  “I’m not in the truth business”: The politics of climate change with pre-service teachers. English Teaching: Practice and Critique, 17(2), 72-89. DOI: https://doi.org/10.1108/ETPC-05-2017-0081.
    • Damico, J. & Panos, A. (2018). Civic literacy as 21st century source work: Future social studies teachers examine web sources about climate change. The Journal of Social Studies Research, 42(4), 345-359. DOI: https://doi.org/10.1016/j.jssr.2017.10.001. 
    • Panos, A. (2017). Beyond sanctioned activism in Carl Hiaassen’s Flush: Sacrifice zones in realistic fiction. Journal of Children’s Literature, 43(1), 6-10. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1102&context=tedfacpub.
    • Panos, A. (2017). Toward translingual and transcultural practice: Explorations in a White-majority, rural, Midwestern classroom. Journal of Multilingual and Multicultural Development, 38(5), 422-437. DOI: https://doi.org/10.1080/01434632.2016.1186679. 
    • Panos, A. & Damico, J. (2016). Coming to know about sacrifice zones and eco-activism. Ubiquity Journal of Literacy and the Arts. Online: http://ed-ubiquity.gsu.edu/wordpress/panos-damico-3-1/. 
    • Damico, J. & Panos, A. (2016). Reading for reliability: Preservice teachers evaluate the reliability of web sources about climate change. Journal of Adolescent and Adult Literacy, 60(3), 275-285. DOI:https://doi.org/10.1002/jaal.551. 
    • Damico, J., Honeyford, M., & Panos, A. (2016). Designing inquiries that matter: Significance, design, and fit. Voices from the Middle, 3(23), 25-32.
    • Panos, A., Park, H., Park, S*., Park, Y*., Sylvia, J*., & Damico, J. (2016). Taking aim at solutions: Teaching English through anthropogenic global warming. The English Connection, (19), 4.
    • Panos, A. (2015). Reflections from pre-service to novice teaching: One perspective on the role of ePortfolios. Theory into Practice, 4(54), 292-300. DOI: https://doi.org/10.1080/00405841.2015.1076692. 
    • Wise, J. B. & Panos, A. (2013). Using digital technology to foster historical argumentation. Reading Today, 31(3), 10-11.
  • Book Chapters
    • Panos, A. & Sherry, M. B. (2023). Storying climate change: Discursive possibilities for teaching climate justice. In S. Kerkhoff & H. Spires (Eds) Critical Perspectives on Global Literacies: Bridging Research and Practice. Routledge. 
    • Panos, A., Hull, K.*, & Geren, K.* (2023). Critical equity literacies for moving beyond state and national standards. In A. Gunn & S. Bennet (Eds.), Teaching Multicultural Children’s Literature in a Diverse Society: From a Historical Perspective to Instructional Practice. New York, NY: Teachers College Press.
    • Bennet, S., Gunn, A., Panos, A., Hart, S. & Schneider, J. (2022). Culturally Sustaining Literacy Practices Enacted in K-12 Classrooms. In, (S. Chambers Cantrell, D. Walker-Dalhouse, & A. Lazar, Eds.)  Culturally Sustaining Pedagogy: Developing Socially Just Literacy Teaching Practices. Language & Literacy Series. New York, NY: Teachers College Press.
    • Panos, A. (2021, invited). Using Google Docs to write. In T. Paulus & J. N. Lester (Authors) Doing qualitative research in a digital world. SAGE Publications, Incorporated.
    • Lamb, D. & Panos, A. (2021, invited). Geographic narratives using ArcGIS Online. In T. Paulus & J. N. Lester (Authors) Doing qualitative research in a digital world. SAGE Publications, Incorporated.
    • Damico, J., Panos, A., & Myers, M*. (2018). Digital literacies and climate change: Exploring reliability and truth(s) with pre-service teacher educators. In E. Ortlieb, E. Cheek Jr., & P. Semingson (Eds) Best Practices in Teaching Digital Literacies, in (series) Literacy Research, Practice and Evaluation. West Yorkshire, UK: Emerald Publishing Ltd. ISBN: 978-1-78754-434-5.
    • Damico, J., Baildon, M. & Panos, A. (2017). This Changes Everything! Critical literacy and climate change in social studies. In S. Waters & R. William (Eds) Cinematic Social Studies: A Resource for Teaching and Learning Social Studies with Film, 347-367. Charlotte, NC: IAP.
    • Panos, A. (2014/2017, invited). Using children’s literature: Race, reading, and critical response. In M. Lewison, C. Leland, & J. Harste (Authors), Creating Critical Classrooms, 2nd Edition. New York, NY: Routledge.

Media & Online Resources

Recent Conference Presentations 

International 

  •  2023
    • Panos, A. (May 4, 2023). Positionalities as Practicing Place in Postcritical Ethnography, in Symposium, Reclaiming Positionality as Methodological Praxis for Truth-Telling in Education Research, American Educational Research Association, Virtual Conference.
  • 2022
    • Panos, A. (May 21, 2022). Place as practiced positionalities in postcritical ethnography. Invited (M. Moses & F. Williamson, session organizers), More than Identity: Positionality as Relations in Qualitative Inquiry. Eighteenth International Congress of Qualitative Inquiry, Champaign-Urbana, Illinois (Virtual).
    • Panos, A., Lester, J.N., & Uttamchandani, S. (April 2022). Saddle Points for Anonymization and Masking: Stillness as a Social Practice for New Qualitative Researchers. Paper presented in Symposium at the American Educational Research Association, San Diego, CA.
    • Wessel-Powell, C., & Panos, A. (April 2022). Parents Advocating for an “F” School in an “A” District: Recognizing Low-Income Mothers’ Equity Literacies. Paper presented at the American Educational Research Association, San Diego, CA.
  • 2020
    • Panos, A. (April 21, 2020). Stories of Public, Stories of Good: Scaled Approaches to Educational Research in the Rural Rustbelt. In symposium at American Education Research Association Annual Convention, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?&obf_var=5895840&PHPSESSID=vtnl9acrh5gmh8naalbb6g6sk3. (Conference cancelled)
    • Panos, A., Lester, J. & Uttamchandani, S.* (April 21, 2020). Socialization into serving public good in educational research: A dialogue around representation and masking.  In symposium at American Education Research Association Annual Convention, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?&obf_var=5895840&PHPSESSID=vtnl9acrh5gmh8naalbb6g6sk3. (Conference cancelled)
    • Panos, A. (April 21, 2020). Food access stories III: Learning from teachers how to place equity literacy in the rural rustbelt. Paper presented at the American Education Research Association Annual Convention, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?&obf_var=5895840&PHPSESSID=vtnl9acrh5gmh8naalbb6g6sk3. (Conference cancelled)
    • Panos, A., Wessel-Powell, C., Pennington, C.*, & Weir, R.*** (April 20, 2020). Routes, histories, maps: Spatial approaches to equity literacy across two longitudinal publicly engaged ethnographic studies. Paper presented at the American Education Research Association Annual Convention, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?&obf_var=5895840&PHPSESSID=vtnl9acrh5gmh8naalbb6g6sk3. (Conference cancelled)
  • 2019
    • Panos, A. (April, 9 2019). Productive confrontations: Food Access Stories, II. Paper presented in symposium at American Education Research Association Annual Convention, Toronto, Ontario, Canada.
    • Panos, A. (April, 8 2019). Useless narratives and an interrogation of practices of (un)masking in the rural rustbelt. Paper presented in symposium at American Education Research Association Annual Convention, Toronto, Ontario, Canada.

National 

  • 2023
    • Panos, A. (March 19, 2023). Bringing Climate Justice Literacies to School in Ecologically and Politically Vulnerable Places, in Special Invited Session, “Finding the Right Words...”: Eco-literacies, Cross-Coastal Collaborations, and Climate Justice, American Association of Applied Linguistics, Portland, OR.
    • Panos, A. & Sherry, B. (February 25, 2023). Storying Climate Change. In, S. Kerkhoff & H. Spires (Organizers), Toward a Definition of Global Literacies, American Association of Colleges of Teacher Education, Indianapolis, IN.
  • 2022
    • Panos, A. (December 1, 2022). Ecomedia analysis for climate justice literacy in Florida, Caribbean and Gulf Region, in (A. Panos, chair) Symposium, Place-Resonant Explorations of Climate Justice Literacies. Literacy Research Association Annual Conference, Phoenix, AZ.
    • Panos, A., Boczar, A., Schneider, J.J., Hull, K.* & Geren, K.* (November 30, 2022). Placing and Developing an Open Educational Resource for Ecojustice Literacies, (A. Panos, chair & organizer) Alternative Format Session. Literacy Research Association Annual Conference, Phoenix, AZ.
    • Panos, A. & Geren, K.* (November 30, 2022). The Role of Geography and Mapping in Literacy Studies: An Integrative Critical Literature Review. Paper presented at Literacy Research Association Annual Conference, Phoenix, AZ.
  • 2021
    • Panos, A. & Wessel-Powell, C. (December 3, 2021). Questioning Critical Spatial Analysis and Forming Careful, Thoughtful Connectivities for the Work of Public Scholarship in the LRA Community, in (C. Colvin, chair) Study Group, Public Engagement and Literacy Research. Literacy Research Association Annual Conference, Atlanta, GA.
    • Panos, A., Damico, J., Sherry, M., & Perry, E. (December 3, 2021). High Stakes Environmental Literacy Events: Dancing with an Intersectional and Transdisciplinary Climate Feminism, In (R. Beach, chair) Adopting Critical, Transdisciplinary Perspectives for Teaching About the Climate Crisis in Methods Courses and K-12 Schools. Literacy Research Association Annual Conference, Atlanta, GA.
    • Lund, V.K., Panos, A., Beymer, A.*, McClane, M.*, Colvin, C., & Phillips, N. (December 2, 2021). Geographies and Literacies, Intermingled and Illuminated, In Panos, A. (Discussant), Alternative Format Session presented at the Literacy Research Association Annual Conference, Atlanta, GA.
    • Valle, K.*, Hull, K.& & Panos, A. (December 1, 2021). Reading public facing school policy: Applying critical literacies and language analysis to public texts affecting teachers during the COVID-19 pandemic. Paper presented in roundtable at the Literacy Research Association Annual Conference, Atlanta, GA.
    • Beach, R., Damico, J. & Panos, A. (December 1, 2021). Integration of Transdisciplinary Sustainability Education into Teacher Education Curriculum and Instruction, in (R. Woodward, chair) Study Group, Science Literacies, Sustainability, and Climate Justice. Literacy Research Association Annual Conference, Atlanta, GA.
    • Panos, A. & Werthwine, K.* (November 3, 2021). Through the sea and the swamp: Navigating water narratives of Florida, in (R. Mayo, chair) symposia, Water Is Life: Engaging Hydronarratives for Ecological Literacy and Environmental Justice. National Council of Teachers of English, hybrid conference.
    • Panos, A. & Sherry, M.B. (March 22, 2021). Social distancing: How teachers' instructional narratives story distance from and engagement with climate change, in (Mayo, R. & Everett, J., chairs) Ecocomposition in the anthropocene: Deepening engagement with the public and environmental contexts of writing. Conference on College Composition and Communication, Virtual.
  • 2020
    • Panos, A. (December 3, 2020). Spatial positionalities: The wheres we bring with us and the wheres that make us. Paper presented in (Panos, A., organizer, discussant) Alternative Format Session, Let us all be from somewhere, let us tell each other everything we can: Spatial positionalities in literacy research at Literacy Research Association Annual Conference (virtual).
    • Panos, A., Wessel-Powell, C., Pennington, C.*, & Weir, R.*** (December 3, 2020). Forging new links: Routes, histories, and maps in literacy research. Paper presented at Literacy Research Association Annual Conference (virtual).
    • Panos, A. & Damico, J. (December 3, 2020). Transdisciplinary stories to live by: Climate justice literacy in teacher education. In Alternative Format Session,  Fostering preservice teachers critical literacies through transdisciplinary methods instruction for teaching about the climate crisis at Literacy Research Association Annual Conference (virtual).
    • Panos, A., Damico, J., & Hull, K.* (December 2, 2020). A troublesome reality in literacy research about climate change. Paper presented at Literacy Research Association Annual Conference (virtual). [Paper awarded the Area 4 Chair Outstanding Paper]
    • Panos, A., Werthwine, K.*, Goodson, J.*, & Rogers, A.* (November, 2020). Creating sustaining texts with disciplinary literacy inquiries: Climate crisis approaches to middle grade english language arts, In (Webb, A. & Beach, R., Organizers) Responding to the climate crisis in english language arts. National Council for Teachers of English Annual Convention (virtual).
    • Panos, A. (January 15, 2020). A postcritical spatial approach to interrogating un/masking: Practices of reading geography. Paper presented at The Qualitative Report Conference, Fort Lauderale, FL.
  • 2019
    • Panos, A. (December 6, 2019). Tender, strategic, damaging? Discursive spatialities of public school and Christian church. Paper presented at Literacy Research Association Annual Conference, Tampa, FL.
    • Panos, A., Damico, J., & Baildon, M. (December 6, 2019). Conducting Research on Use of Digital Tools for Addressing Climate Change. Paper presented at Literacy Research Association Annual Conference, Tampa, FL.
    • Damico, J., Baildon, M., & Panos, A. (November 22, 2019). Can I teach about climate change? Let me count the ways. Paper presented at National Conference of Social Studies, Austin, TX.

Selected Community Activities & Partnerships

  • Education Committee, Friends of the Tampa Bay National Wildlife Refuges
  • Communications Cohort, Innovation District, St. Petersburg, FL
  • St. Pete Science Fest School Day Committee, St. Petersburg, FL
  • Portland Audubon Society Education Consultant, Portland, OR
  • Indiana Coalition for Public Education
  • Library Development, Jóvenes Unidos Coratei, Coratei, Paraguay
  • Literacy Camp Organizer, Jóvenes Unidos Coratei, Coratei, Paraguay

Current Community Engaged Research Activity

Exploring Ecojustice Literacies in Tampa Bay: Developing Community Engaged Immersive Educational Opportunities. (2023-). PI: A. Panos, Co-PI: K. Geren*. Study Staff: L. Burger*, D. Hunter*, E. McConnaughy*, C. Rivera*, & J. J. Schneider. Partners: Tampa Housing Authority, The Oaks at Riverview Community Center, United States Fish & Wildlife Service, Friends of the Tampa Bay National Wildlife Refuges, & University of South Florida.
The purpose of this community-engaged collaborative educational and research project is to design and grow immersive, place-based ecojustice literacies curriculum and learning opportunities for the Tampa Bay region serving children living in urban environments, children who are historically and presently underrepresented in environmental education programs, and children who are living in high poverty contexts.

Scholarly Creative Activity

Panos, A. & Boczar, A. (2023). Ecoliteracies for Climate Action in Florida. Freely accessible resource portal. 
This openly accessible resource portal has been developed in collaboration with USF Libraries. Its goal is to curate media, literature, and archival materials using geographic platforms to support a transdisciplinary, place-based, and justice-oriented understanding of climate and ecological crisis specific to Florida.