Faculty Directory
Wenyu Guo, Ph.D.
Wenyu Guo, Ph.D., is a fourth-year Assistant Professor of Literacy Studies at the
University of South Florida (USF), with a Ph.D. in Instruction and Teacher Education,
with a Graduate Certificate in Qualitative Research, from the University of South
Carolina.
Across classrooms, diasporic communities and generative AI contexts, she examines
how im/migrant and multilingual children, families and educators mobilize multilingual
literacies and transnational knowledge to interrogate and contest racialized language
hierarchies and reimagine literacy education beyond assimilationist and nation-state
boundaries. Her scholarship advances culturally sustaining, critically informed and
community-engaged approaches to multilingual literacy education, teacher preparation
and emerging technologies, especially generative AI, with particular attention to
race, language, transnationalism and educational equity. Three interdependent research
strands organize this program: (1) multilingual literacy education and teacher preparation; (2) culturally relevant
and sustaining AI literacies; and (3) Asian American transnational racial and raciolinguistic
literacies.
Guo's research emerges from more than ten years of teaching culturally and linguistically
marginalized children and adolescents in China and the United States and from sustained
community engagement. Her work has yielded fifteen refereed publications published
or in press, including articles in Educational Researcher, Teachers College Record, English Teaching: Practice & Critique,
Language, Culture and Curriculum and Bilingual Research Journal; five funded projects, three as Principal Investigator. The Literacy Research Association
recognized this work with its 2026 J. Michael Parker Award, and the National Council
of Teachers of English (NCTE) selected her as one of six Early Career Educator of
Color Leadership Fellows. Guo is also invited to present at national conferences including
NCTE’s Children’s Literature Assembly Expert Class (2026) and on a McGill University
panel on Asian literacies in North America (2027).
Beyond her research, Guo is dedicated to working with and within BIPOC communities
through community-based service initiatives. Guo is a board member in Tampa's Chinese
heritage language school and a faculty mentor to Asian American youth in grassroots
organization - Rising Asian American Youth (RAAY). In her current project, Guo collaborated
with Tampa Bay Area Asian American community and co-found a Community Literacies Lab
for local im/migrant families. This lab offers biweekly literacy workshops for community
teachers, im/migrant children, youth and their parents/caregivers, fostering diverse
language and literacy practices, providing opportunities to unpack immigrant and transnational
experiences and promoting equitable and justice-oriented literacy.
Honors and Awards
- Early Career Educator of Color Leadership Fellow, National Council of Teachers of English (NCTE) (2024-2025)
- Outstanding Undergraduate Teaching and Mentoring Award, University of South Florida (2025)
- Outstanding International Graduate Student Award, University of South Carolina (2023)
- Outstanding Graduate Student Teaching Assistant Award, University of South Carolina (2023)
- Terry & Scott Peterson Fellowship, University of South Carolina (2020)
- Graduate Civic Scholars Program, University of South Carolina (2020)
Leadership Positions
- Committee member: Literacy Research Association Research committee (2025 – 2027)
- Member: Undergraduate Program Committee (UPC), College of education, University of South Florida (USF)
- Member: Institutional Review Board Committee, LLEEP department, College of education, University of South Florida (USF)
- Committee member: Children’s Literature Assembly, NCTE, Research Award Committee
- Appointed Chair: 2026 Annual Author Breakfast, Children’s Literature Assembly, NCTE
- Appointed Co-Chair: 2025 Annual Author Breakfast, Children’s Literature Assembly, NCTE
Courses Taught
- RED 4724: Intermediate Literacy
- RED 6540 Assessment in Developing Literacies
- RED 6247: Supervision in Reading
- LAE 3411: Diverse Portrayals in Children's Literature
- LAE 4311: Teaching Print & Multimodal Texts in the Elementary Education
Refereed Articles
- Chu, Y., Tian, Z., & Guo, W. (2026). Bringing language to AsianCrit: Introducing a Challenging Linguistic Racism Tenet. Educational Researcher. https://doi.org/10.3102/0013189X261482109
- Chu, Y., Guo, W., Sun, Y., & Yu, M. (2026). Racing across borders: Transnational racial literacies of Chinese heritage language school teachers. Language, Culture and Curriculum, 1–17. https://doi.org/10.1080/07908318.2026.2662952
- *Guo, W., Tian, Z. & Stemme, M. (2026). Cultivating critical racial consciousness in dual language bilingual education: A participatory design of Asian American biliteracy lessons. English Teaching: Practice & Critique. https://doi.org/10.1108/ETPC-05-2025-0099
- Guo, W. (2025). Transnational Funds of Knowledge as Counternarratives: Chinese Students Respond to Multicultural Children’s Literature. Teachers College Record: The Voice of Scholarship in Education, 127(9-10), 37-66. https://doi.org/10.1177/01614681251393804
- Boutte, G. S., Adam, H., López-Robertson, J. Guo, W., Jackson-Barnett, L. (2025). "This is like a mirror! That’s like me!” - Differentiated literature mirrors for diverse children. Australian Journal of Language and Literacy, 48(283-299). https://doi.org/10.1007/s44020-025-00092-y
- Guo, W. & Sun, Y. (2025). Immigrant Children Engage in Transnational Literature in a Community-based Book Club. The International Handbook of Literacies in Families and Communities. (Eds, Edwards, P., Compton-Lilly, C. & Li, G.). Edward Elgar Publishing.
- Guo. W. (2024). Addressing Anti-Asian Discourse Through Children's Literature. The Journal of Children’s Literature. 50(2): 25-37.
- **Guo, W. (2024). Interrogating Anti-Asian Discourse: Children’s Literature as a Nexus for Anti-Oppressive Education. WOW Stories.
- Sanchez, L., Bauer, E., Wang, Y., Guo, W., Hao, L. Hwang, K. (2023). “That’s my mission”: Examining parents’ investments in their emergent bilingual learners’ development. Bilingual Research Journal.
- Wang, Y., Sánchez, L., Bauer, E., Guo, W., Hao, L., & Hwang, K. (2023). A new language, a new culture, and a new way of thinking: Examining how parents navigate barriers to support their emerging multilingual learners. In V. Lee & K. Lewis (Eds.), Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships (pp. 1-24). Lexington Books.
- Wang, Y., Guo, W., & Sui, X. (2022). A content analysis of Chinese American contemporary realistic fiction books. The Reading Teacher.
Grants
- Tian, Z. (Principal Investigator), Guo, W. (Co-Principal Investigator). (2023). Fostering Multiracial Solidarity through Antiracist Translanguaging Pedagogy: Integrating Asian American Children’s Literature in a Chinese Immersion Program. ACTFL research priorities grant. ($5000) https://www.actfl.org/news/congratulations-to-the-2023-actfl-research-grant-recipients
- Guo, W. (Principal Investigator). (2020). Between Two Worlds – Asian American Children (Re)negotiate Bicultural Identities through the Culturally Relevant Children’s Literature. SPARC Graduate Research Grant. ($2900) https://sc.edu/about/offices_and_divisions/research/news_and_pubs/news/2020/20200131_2019-2020_SPARC_Recipients.php
Scholarly Creative Activity
- Guo, W. (Invited, 2024). Language is a Superpower, A zine created by Chinese for Affirmative Action (CAA), with cover art and comics. Bilingual Research Journal: 47 (4), 567-569. https://doi.org/10.1080/15235882.2024.2415291
- Guo, W. (Invited, 2023). Second Reaction: The Fearless Flights of Hazel Ying Lee – Breaking Barriers and Boundaries. First Opinions, Second Reactions 16.1. https://docs.lib.purdue.edu/fosr/vol16/iss1/5
