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

Dr. Panos is an Assistant Professor in the Literacy Studies Program. Prior to joining USF, she served as an Assistant Professor of Elementary Literacy at the University of Nebraska at Omaha. Dr. Panos’s research interests include critical, disciplinary, and media literacy, childrens' literature, spatial and geographic dimensions of education, and the complex interdependencies of schools and their communities. 

Recent Publications, Book Chapters, etc.

Wessel-Powell, C., Panos, A., & Weir, R. (2021). A Year of Equity Literacy: Community Actions and Invitations. Literacy, 55(1), 62-76. DOI: 10.1111/lit.12237

Panos, A., Uttamchandani, S., & Lester, J.N. (online, 2021). Beyond "do no harm": saddle points in anonymization and masking as social practices for new researchers. International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2021.188508

Panos, A. (online, 2021). The devil's armpit and other tales from the rural rustbelt: Interrogating the practice and process of un/masking in a postcritical ethnography about place. International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2021.188576

Panos, A. & Damico, J. (2021). Less than 1% is Not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008-2019. Journal of Literacy and Language Education

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: 10.1016/j.linged.2021.100955.

Panos, A., Wessel-Powell, C., Weir, R., & Pennington, C. (online, 2021). Waypoints for literacy researchers: Boundary tracing, historicizing, and enacting critical equity literacies. International Studies in Sociology of Education. DOI: 10.1080/09620214.2021.1956995

Beach, R., Boggs, G., Castek, J., Damico, J., Panos, A., & Wilson, N. (accepted). Fostering preservice ELA teachers’ use of digital practices for addressing climate change. Contemporary Issues in Technology and Teacher Education.

Panos, A. & Seelig, J. (2019). Discourses of the rural rustbelt: Schooling, poverty, rurality. Theory and Practice in Rural Education, 9(1), 22-43.

Panos, A. (2018). Children see and feel it, too: Reactions to breaking news. First Opinions, Second Reactions, 11(3), 12-14. 

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.

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.

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.

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 (Editors) Best Practices in Teaching Digital Literacies, in (series) Literacy Research, Practice and Evaluation. West Yorkshire, UK: Emerald Publishing Ltd.

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.

Panos, A.(2017). Toward translingual and transcultural practice: Explorations in a White-majority, rural, Midwestern classroom. Journal ofMultilingual and Multicultural Development, 38(5), 422-437.

Damico, J., Baildon, M. & Panos, A. (2017). This Changes Everything! Critical literacy and climate change in social studies. In S. Waters & R. William (Editors) Cinematic Social Studies: A Resource for Teaching and Learning Social Studies with Film, 347-367. Charlotte, NC: IAP.

Panos, A. & Damico, J. (2016). Coming to know about sacrifice zones and eco-activism. Ubiquity Journal of Literacy and the Arts. Online: 

Damico, J. & Panos, A.(2016). Reading for reliability: Preservice teachers evaluate the reliability of web sources about climate change. Journal ofAdolescent and Adult Literacy, 60(3), 275-285.

Damico, J., Honeyford, M., & Panos, A.(2016). Designing inquiries that matter: Significance, design, and fit. Voices from the Middle (23), 3, 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 (54), 4, 292-300.

Panos, A.(2014). Using children’s literature: Race, reading, and critical response. In M. Lewison, C. Leland, & J. Harste (Authors), Creating CriticalClassrooms, 2ndEdition. New York, NY: Routledge.

Wise, J. B. & Panos, A. (2013).Using digital technology to foster historical argumentation. Reading Today, 31 (3), 10-11.

Courses Taught/Currently Teaching

  • LAE6738: Disciplinary Literacy
  • RED6749: History and Foundations of Literacy and STEM

Conference Presentations

Panos, A. (April, 9 2019). Productive confrontations: Food Access Stories, II. Paper presented in symposium at American Education Research Association Annual Convention, Toronto, 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, Canada.

Panos, A. & Damico, J. (November, 30 2018). Pre-service teachers reading online about climate change: A review of findings & analytic orientations in Examining the Affordances of Digital Tools for Addressing Climate ChangeAlternative Session (Richard Beach, chair) at Literacy Research Association Annual Conference, Indian Wells, CA.

Panos, A. (November, 29 2018). Developing school-community partnerships in the rural rustbelt: Elementary teachers’ visions & practices. Paper presented at Literacy Research Association Annual Conference, Indian Wells, CA.

Panos, A. (May, 22 2018). Feast or famine: Researcher responsibilities regarding food access in complex socio-political-material geographies. Paper presented at Fourteenth International Congress of Qualitative Inquiry, Champaign, IL.

Panos, A. (April, 13 2018). (Im)mobilizing emotions in confrontational times: Teachers and the media producing deficit and distance. Paper presented in Symposium: Possible and (Im)Possible Futures: Public Education in Diverse Rural Americas (Carolyn Colvin, Chair) at American Education Research Association Annual Convention, New York, NY.

Panos, A. (December 2, 2017). Teachers’ changing orientations to intersections of school and community in the rural rustbelt. Paper presented at Literacy Research Association Annual Conference, Tampa Bay, FL.

Panos, A. (December 1, 2017). How do we decide how to help (the refugees)? Dislocation, Christian charity, and critical media literacies in the rural rustbelt. Paper presented in Symposium, Critical Approaches to Social Media and Literacy Practices of Popular Culture (Chair) at Literacy Research Association Annual Conference, Tampa Bay, FL.

Damico, J. & Panos, A. (December 1, 2017). Tepid agreement and superficial critique: Dialogue about climate change across perspectives. Paper presented at Literacy Research Association Annual Conference, Tampa Bay, FL.