Dr. Erin Spring, PhD
Pronouns: she/her
Positions
Associate Professor
Werklund School of Education, Specialization, Language and Literacy
Contact information
Background
Educational Background
Doctor of Philosophy University of Cambridge, 2014
M.Phil University of Cambridge, 2010
Bach of Education Queen's University, 2008
B.A. (Hons) English, Trent University, 2007
Biography
Dr. Spring is an Associate Professor in the Werklund School of Education at the University of Calgary. She holds a BA (Honours) in English from Trent University and a B.Ed from Queen’s University. Erin was a classroom teacher in London, UK, before returning to graduate studies. She earned an MPhil and PhD from the Faculty of Education at the University of Cambridge. Between 2014-2017 she was a Postdoctoral Fellow in the Institute for Child and Youth Studies at the University of Lethbridge. Broadly speaking, Erin’s interdisciplinary research focuses on young people’s literacies, texts, and cultures.
Professional Appointments
- (2023). Director of Student Experience, Community-Based Undergraduate Programs in Education, Werklund School of Education, University of Calgary, Alberta, Canada.
- (2021). Associate Professor with tenure, Werklund School of Education, University of Calgary, Alberta, Canada (as of July 1st).
- (2017). Assistant Professor, Werklund School of Education, University of Calgary, Alberta, Canada (as of July 1st).
- (2014 – 2017). Postdoctoral Fellowship, Institute for Child and Youth Studies, University of Lethbridge, Alberta, Canada.
- (2016). Full time Instructor, Academic Writing Department, University of Lethbridge, Alberta, Canada (Fall term).
- (2014). Sessional Instructor, English Department, Trent University, Ontario, Canada (Winter).
Present Affiliations
- (2018 - Present). Affiliate member, Centre for Research in Young People's Texts and Cultures, University of Winnipeg, Manitoba, Canada. Elected position, one of five. http://crytc.ca/people/affiliates/
- (2017 - Present). Member of core-directorate, Institute for Child and Youth Studies, University of Lethbridge, Alberta, Canada. Elected position.
Other Professional & Community Affiliations
- Member-at-Large, Association for Research in the Cultures of Young People
- Member, Canadian Society for the Study of Education
- Member, Children’s Literature Association
- Core-affiliate, Institute for Child and Youth Studies, University of Lethbridge
- Member, International Literacy Association
- Member, International Research Society for Children’s Literature
- Member, Language and Literacy Researchers of Canada
- Member, Ontario College of Teachers
Research
Areas of Research
Scholarly Activity
Drawing on a range of methodological approaches, including reading discussion groups, photo-elicitation, and map-making, Erin’s research seeks to understand the ways in which young people make sense of their identities through reading, writing, and art. Her research projects are united thematically by a shared investment in stories and storytelling as a way of articulating identity development, with a particular focus on the influence of place. Her ongoing objective as a settler scholar is to collaborate with communities, including schools, to ask and answer questions that matter to them, facilitating social change, building capacity, and promoting student wellbeing.
Interests:
- Case study research
- Children's literature
- Conversation and discourse analysis
- Cultural studies
- Diversity
- Environmental education
- Identity development
- Indigenous education
- Land-based education
- Literacy
- Education for reconciliation
Participation in university strategic initiatives
Courses
| Course number | Course title | Semester |
|---|---|---|
| EDUC 311 | Language and Literacy, Learning in the Classroom | 2020 |
| EDUC 420 | Issues in Learning & Teaching | 2021 |
| EDUC 435 | Literacy, Language and Culture | 2017, 2018, 2020 |
| EDUC 450 | Diversity in Learning | 2021 |
| EDUC 460 | Specialization 1: K-12 English Language Arts | Summer 2021 |
| EDUC 520 | Interdisciplinary Learning | Fall 2018 |
| EDUC 530 | Indigenous Education | Fall 2017, Fall 2018 |
| EDER 619.99 | Establishing Inclusive Environments | Summer 2020 |
| EDER 669.22 | Literacy and Globalization | Winter 2017 |
| EDER 692.13 | Collaboratory of Practice: Literacy | Winter 2017, 2018 |
| EDER 768.07 | Multiliteracies | Summer 2018 |
| EDER 768.08 | New Literacies and Digital Media | Summer 2019 |
| EDUC 313 | (Course design) Indigenous Literary Arts as a Doorway to Decolonizing Pedagogy and Practice: Starting with Story. Co-designed with Dr. Aubrey Hanson. | Summer 2021 |
| EDUC 580 | (Course design) Indigenous Literary Arts as a Doorway to Decolonizing Pedagogy and Practice: Starting with Story. Co-designed with Dr. Aubrey Hanson. | Summer 2021 |
| EDER 669.22 | (Course design) Literacy and Globalization | Winter 2018 |
Projects
Connecting resilience to places and spaces in adopted homelands.
2022 – 2027
- Principal Investigator: Dr. Rahat Zaidi (UCalgary)
- Co-Investigators: D. Kim Lenters, Dr. Sylvie Roy, Dr. Subrata Bhowmik
- Sponsorship Details: Insight Grant ($214,109)
- Funding Agency: Social Sciences and Humanities Research Council of Canada
The impact of COVID-19 on the wellness of international students in Alberta high schools.
2021 – 2024
- Principal Investigator: Dr. Yan Guo
- Co-Applicants: Dr. Erin Spring, Yingling Lou
- Funding Details: Alberta Education Partnership Grant ($50,000.00)
- Other Details: Collaboration with Calgary Board of Education
Culturally responsive literacy: Student and teacher engagement with text in Rocky Cree Nation.
2019 – 2022
- Principal Investigator: Dr Erin Spring
- Funding Details: University Research Grants Committee Seed Grant ($15,000)
- Funding Agency: University of Calgary
“Oo’mahn’istay Iikakimaaks: You’ve got a story - next steps to a new beginning”. Welcoming Indigenous students to campus.
2021
- Team: Dr. Erin Spring, Dr. Aubrey Hanson (Werklund); Angela Houle, Patricia McCallum (Calgary Catholic School Division)
- Funding Details: Werklund School of Education ($10,000)
- Funding Agency: University of Calgary
Books to build on: Indigenous literatures for learning.
2019 – 2023
- Principal Investigators: Dr. Aubrey Hanson and Dr. Erin Spring (UCalgary)
- Funding Details: Taylor Institute for Teaching and Learning, University of Calgary ($10,000); ii’ taa’poh’to’p Intercultural Capacity Grant ($10,000); Werklund School of Education Advancing Intercultural Capacity Grant ($2,500)
- Funding Agency: Taylor Institute for Teaching and Learning, Werklund School of Education, and University of Calgary
In the News
- Academica Group: Moving Higher Education Forward. (2021, April 2021). Top ten: Algoma, UCalgary create resources on residential schools, storytelling for educators. https://www.academica.ca/topten/20210428
- Deniset, K. (2021, April 24). Un outil « convivial » pour aider les enseignants à choisir des livres Autochtones [A user-friendly tool to help teachers choose Indigenous books] [Interview]. ICI Alberta. https://ici.radio-canada.ca/nouvelle/1787662/autochtones-litterature-livres-metis-enfants-eleves-profs-classe
- Werklund School of Education Teaching and Learning. (n.d.). Books to build on: Indigenous literatures for learning. University of Calgary. https://werklund.ucalgary.ca/teaching-learning/indigenous-literatures-learning
Understanding Indigenous students’ perceptions of well-being: A case study in equitable urban education.
2019 – 2023
- Principal Investigator: Dr. Erin Spring
- Co-Applicant: Dr. Aubrey Hanson
- Partner: Calgary Catholic School Division
- Funding Details: Partnership Grant ($50,000)
- Funding Agency: Alberta Education
Nanatawi Kiskihtamowin: Remembering the knowledge that nurtures us.
2019
- Principal Investigator: Dr. Mavis Reimer
- Co-applicant: Dr. Erin Spring
- Funding Details: Indigenous Research Capacity and Reconciliation Connections Grant ($50,000)
- Funding Agency: Social Sciences and Humanities Research Council of Canada
Pita'Sinaki: Art share for reconciliation.
2017 – 2019
- Partnerships: Calgary Board of Education, Bob Edwards Middle School, cSpace Calgary, The Alberta Civil Liberties Research Centre
- Funding Agency: The Alberta Civil Liberties Research Centre, Alberta Association for Multicultural Education
The intersections of literacy and wellness: A rural Alberta case study.
2017 – 2019
- Principal Investigator: Dr. Erin Spring
Six seasons of the Asiniskow Ithiniwak: Reclamation, regeneration, reconciliation.
2015 – Present
- Principal Investigator: Dr Mavis Reimer (University of Winnipeg)
- Co-applicant: Dr. Erin Spring
- Funding Details: Partnership Grant ($2,500,000)
- Funding Agency: Social Sciences and Humanities Research Council of Canada
Publication
- Six seasons of the Asiniskow Ithiniwak. (n.d.). Six seasons of the Asiniskow Ithiniwak: Reclamation, regeneration, reconciliation. https://sixseasonsproject.ca
Raising spirit: The Opokaa’sin digital storytelling project.
2015 – 2017
- Principal Investigator: Dr. Jan Newberry (University of Lethbridge)
- Co-applicant: Dr. Erin Spring
- Community Parner: Opokaa’sin Early Intervention Society
- Funding Details: Policy Wise for Children and Families ($40,000); The University of Lethbridge’s Office of Research and Innovation Services Standard Research Grant ($20,000); Community Foundations of Lethbridge ($10,000); Community Future’s Treaty 7 Grant ($7,000)
In the News
- Kenney, T. (2016, March 10). Advisory – Opening celebration of raising spirit: The Opokaa’sin digital storytelling project photo exhibit. University of Lethbridge. https://www.ulethbridge.ca/communications/advisory-opening-celebration-raising-spirit-opokaa%E2%80%99sin-digital-storytelling-project-photo-exhibit
- Institute for Child and Youth Studies. (2017, September 9). “Elders of the future” exhibit [Grand opening]. University of Lethbridge. https://www.uleth.ca/research/centres-institutes/institute-child-and-youth-studies/elders-future-exhibit
- University of Lethbridge UNews. (2017, August 19). Building rapport key to success of the raising spirit project. University of Lethbridge. http://www.uleth.ca/unews/article/building-rapport-key-success-raising-spirit-project - .WEb6ozKZNR0
- University of Lethbridge UNews. (2017, February 22). Raising spirit project receives Canada 150 grant. University of Lethbridge. https://www.uleth.ca/unews/article/raising-spirit-project-receives-canada-150-grant#.WMij_xgZPdc
- University of Lethbridge UNews (2016, March 16). Blackfoot culture and identity explored in joint project between Opokaa’sin and U of L institute. University of Lethbridge. https://www.ulethbridge.ca/unews/article/blackfoot-culture-and-identity-explored-joint-project-between-opokaasin-and-u-l-institute#.Y9XuS8nMKUm
- Schnarr, J. W. (2016, March 12). Photo exhibit at Park Place focuses on Blackfoot culture, identity. Lethbridge Herald. https://www.pressreader.com/canada/lethbridge-herald/20160312/281547994996202
The Blackfoot adolescent reading project.
2014 – 2016
- Principal Investigator: Dr. Erin Spring
- Collaboration: Kainai Blood Tribe
- Funding Details: The Institute for Child and Youth Studies, University of Lethbridge (Postdoctoral Fellowship); IBBY Canada’s Frances E. Russel Grant ($1000), Children’s Literature Association’s Diversity Grant.
In the News
- University of Lethbridge UNews. (2015, May 12). Grant supports Spring research project with local First Nations young adults. University of Lethbridge. https://www.ulethbridge.ca/unews/article/grant-supports-spring-research-project-local-first-nations-young-adults#.Y9XvYsnMKUk
“Our Torontos are different places”: a qualitative, multiple case study, designed to investigate the interconnections between young adult fiction and young adult readers’ constructions of place, within and beyond the text.
2010 – 2014
- Principal Investigator: Dr. Erin Spring
- Funding Details: Cambridge Commonwealth Trusts; Smuts Memorial Fund; Faculty of Education, University of Cambridge; Homerton College, University of Cambridge.
Awards
- Nominated for a Governor General’s Innovation Award alongside my colleagues Dr. Aubrey Hanson and Anja Dressler, Governor Generals. 2023
- Awarded the Taylor Institute for Teaching and Learning’s Indigenous Ways of Knowing Award alongside my colleague Dr. Aubrey Hanson, University of Calgary. 2021
- Nominated for a Governor General’s Innovation Award alongside my colleagues Dr. Aubrey Hanson and Anja Dressler, Governor Generals. 2021
- Awarded Werklund School of Education’s Early Career Researcher Award, University of Calgary. 2021
- Nominated for a University of Calgary Office of Equity, Diversity, and Inclusion Award alongside Dr. Aubrey Hanson for our work on the Innovative Initiatives in First Nations, Métis and Inuit Education within Undergraduate Teacher Education project, University of Calgary. 2020
- An edited collection that I contributed a chapter to was awarded the International Research Society for Children’s Literature’s Academic Book Prize, International Research Society for Children’s Literature. 2019
- Nominated for the United Kingdom Literacy Association (UKLA) Brenda Eastwood Award for good practice in teaching for diversity and inclusion, United Kingdom Literacy Association (UKLA). 2019
- An edited collection that I contributed to was nominated for the United Kingdom Literacy Association (UKLA) Academic Book Award. It was awarded runner-up, United Kingdom Literacy Association (UKLA). 2019
- Nominated for the University of Calgary Office of Diversity, Equity, and Protected Disclosure Diversity Award for my work with Werklund’s Indigenous Youth Forum. Nominated alongside my colleagues Dr. Armando Precaido Babb, Shirley Pepper, and Anthony Hamp, University of Calgary. 2019
- Awarded the Children’s Literature Association Diversity Research Grant, Children’s Literature Association. 2017
- Awarded the International Board Frances E. Russell Grant to initiate and encourage research in young people’s literature in all its forms., International Board of Books for Young People. 2014
- Awarded a Postdoctoral Fellowship, Institute for Child and Youth Studies, University of Lethbridge. 2014
- Awarded the United Kingdom Literacy Association (UKLA) Student Research Prize for an outstanding dissertation and original scholarship in literacy education, United Kingdom Literacy Association (UKLA) . 2014
Publications
- “I’ve never belonged to anybody—not really”: Space, place, and the bildungsroman in L. M. Montgomery’s Anne of Green Gables (1908). Reese, A., & Spring, E. Barnelitterært forskningstidsskrift: Nordic Journal of Childlit Aesthetics, 13(1). 1–10. (2022)
- Representing evolutionary theory in nonfiction picturebooks. Tandoi, E., & Spring, E. International Research in Children’s Literature Journal, 15(2). 111–124. (2022)
- Transforming self through land and relations. Spring, E. Entanglements: Experiments in Multimodal Ethnography, 4(1). 41–44. (2021)
- Returning to the trouble. Mack, A., Newberry, J., & Spring, E. Entanglements: Experiments in multimodal ethnography, 4(1). 28–31. (2021)
- “Everyone has their own places”: Mapping as a storied approach to the study of youth identity. Spring, E. Language and Literacy, 21(1). 79–96. (2021)
- Gathering stories, gathering pedagogies: Animating Indigenous knowledges through story. Hanson, A., King, A., Phipps, H., & Spring, E. Studies in American Indian Literatures, 32(3). 63-87. (2020)
- Introduction to the special section, “Youngsters 2: On the Cultures of Children and Youth”. Hamer, N., & Spring, E. Jeunesse: Young People’s Texts and Cultures, 12(1). 7–15. (2020)
- Translating encounters and challenging settler colonialism: How a transmedia project connects Indigenous young people with higher education. . Alexander, K., Eagle Bear, H., Heavy Runner, T., Henrickson, A., Little Mustache, T., Pace Crosschild, T., Mack, A., Newberry, J., Spring, E., & Weaver, K. The Journal of Community Engagement and Higher Education, 10(1). 61-71. (2018)
- I never read anything like that before”: Mapping the identities of Blackfoot readers. Spring, E., & Fox, A. T. International Journal of Child, Youth, and Family Studies, 10(2). 51-66. (2018)
- “Without Manifest, none of the book would have happened”: Place, identity, and the positioning of Canadian adolescent readers as literary critics. Spring, E. Children’s Literature in Education, 49(2). 101-118. (2018)
- Adult-Child negotiations of environmental encounters: Mediating a future of hope hope. . Spring, E. Jeunesse: Young People, Texts, Cultures, 9(1). 164-174. (2017)
- The experiences of two migrant readers: Freedom, restriction, and the navigation of adolescent space. Spring, E. Jeunesse: Young People, Texts, Cultures, 8(1). 227-247. (2016)
- “Everyone here knows a junior”: Blackfoot children and their texts. Spring, E. Bookbird: A Journal of International Children’s Literature, 54(1). 55-62. (2016)
- Where are you from?: Locating the young adult self within and beyond the text. Spring, E. Children’s Geographies, 14(3). 356-371. (2015)
- My place: Exploring children’s place-related identities through reading and writing. Charlton, E., Cliff Hodges, G., Pointon, P., Nikolajeva, M., Spring, E., Taylor, L., Wyse, D. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(2). 154-170. (2014)
- “Have people in Toronto seen what I’ve seen?”: A comparative analysis of place, identity, and migration in the context of two Canadian picturebooks. Spring, E. Interjuli, 2(11). 27-38. (2013)
- Learning with the river: Honouring place as white women teaching Indigenous education. MacDonald, J., & Spring, E. In J. Macdonald & J. Markides (Eds.), Brave work in Indigenous education. DIO Press Inc. (pp. 193–204). (2021)
- Feminizing Thomson’s the seasons: Identity, gender, and seasonal aesthetics in L. M. Montgomery’s Anne of Green Gables. Ladd, H., & Spring. E. In L. Robinson & H. Pike (Eds.), L.M. Montgomery and gender. McGill-Queen’s University Press. (pp. 283–304). (2020)
- Advancing the writing of academics: Stories from the writing group. Lock, J., Kjorlien, Y., Tweedie, G., Dressler, R., Eaton, S. E., & Spring, E. In N. Simmons & A. Singh (Eds.), Critical collaboration communities: Academic writing partnerships, groups, and retreats. Brill. (pp. 55–65). (2019)
- Ways of being and becoming in the adolescent classroom: An invitation to consider the possibilities of throwntogetherness. Spring, E., & Huddleston, A. In K. Lenters & M. McDermott (Eds.), Affect, embodiment, and place in critical literacy: Assembling theory and practice. Routledge. (pp. 135–147). (2019)
- ‘I think I was born with a suitcase:’ Blackfoot adolescent readers’ responses to Sherman Alexie’s the absolutely true diary of a part-time Indian. Spring, E. In E. Arizpe & G. Cliff Hodges (Eds.), Young people reading: Empirical research across international contexts. Routledge. (pp. 106–119). (2018)
- “My story starts right here:” The embodied identities of Blackfoot readers. Spring, E. In R. Harde & L. Kokkola (Eds.), The embodied child: Readings in children’s literature and culture. Routledge. (1st ed., pp. 147–161). (2017)
- Empirical approaches to place and the construction of adolescent identities. Spring, E. In C. Beauvais & M. Nikolajeva (Eds.), The Edinburgh companion to children’s literature. Edinburgh University Press. (pp. 112–123). (2017)
- Place and identity in children’s and young adult fiction. Spring, E. In T. Skelton, N. Worth, & C. Dwyer (Eds.), Geographies of identities and subjectivities: Vol. 4. Geographies of children and young people. Springer. (pp. 429–450). (2015)
- My place: Exploring children’s place-related identities through reading and writing. Charlton, E., Cliff Hodges, G., Pointon, P., Nikolajeva, M., Spring, E., Taylor, L., Wyse, D. In S. Catling (Ed.), Research and debate in primary geography. Routledge. (pp. 173–189). (2015)
- Insider/outsider relationships: Considering the textual representation of regional and national identity. Spring, E. In A. M. Ommundsen (Ed.), Looking out and looking in: National Identity in picturebooks of the new millennium. Novus Press. (pp. 45–59). (2013)
- Our Torontos are different places’: A qualitative, multiple case study, designed to investigate the interconnections between young adult fiction and young adult readers’ constructions of place, within and beyond the text (EThOS ID: uk.bl.ethos.648638) [Ph. Spring, E. British Library and EThOS e-Theses Online Service. (2014)
- A map of Anne: space, place, and identity construction in L. M. Montgomery’s Anne series [Master’s thesis, University of Cambridge]. Spring, E. University of Cambridge Library. (2010)
- Oo’mahn’istay iikakimaaks: You’ve got a story - next steps to a new beginning [Conference session]. Houle, A. E., Hanson, A. J., & Spring, E. Canadian Society for the Study of Higher Education CSSHE 2022 Conference, virtual, Canada. (May 15–17). (2022)
- Undoing disciplinarity through Indigenous stories [Conference session]?. Spring, E., Hanson, A., & Stubbs, R. The Annual Conference of the Association of Canadian College and University Teachers of English Conference, Montreal, QC, Canada. (May 13–15). (2022)
- Resources for revolution? Gathering Indigenous teaching materials while seeking transformative shifts in teacher education [Conference session]. Spring, E., Hanson, A., Burns, A., Dressler, A., Eli, S., Dressler, K., Walter, D., Nelson, D., & Eli, K. XLIX Annual Conference, Canadian Society for the Study of Education (CSSE), University of Alberta, Edmonton, AB, Canada. (May 30–June 3). (2021)
- Supporting student wellness through the intersections of identity and literacy [Conference session]. Spring, E., & Delanoy, N. 2018 University of Calgary Conference on Postsecondary Learning and Teaching, University of Calgary, Calgary, AB, Canada. (April 17). (2018)
- A map of Anne: The intersections between place and identity construction in L. M. Montgomery’s Anne series [Paper presentation]. Spring, E. In A. Schwenke Wyile & V. Howard (Chairs), Atlantic child, youth, & place – looking back and forth [Symposium]. 9th Thomas Raddall Symposium, Acadia University, Wolfville, NS, Canada. (July 9-11). (2015)
- [Review of the book A literature of questions: Nonfiction for the critical child, by J. Sutliff Sanders]. Spring, E., & Tandoi, E. Literacy, 53(2). 113-114. (2018)
- [Review of the book Literacy lives in transcultural times, by R. Zaidi & J. Rowsell]. Spring, E. Journal of Language and Literacy Education, 14(2). 2-7. (2018)
- [Review of the book The Regina Indian industrial school (1891-1910): Historical overview and chronological narrative, by D. Stewart]. Spring, E. Journal of Educational Thought, 51(2). 222-224. (2018)
- [Review of the book Walking methodologies in a more-than-human world: Walkinglab, by S. Springgay & S. E. Truman]. Spring, E., & MacDonald, J. Canadian Journal of Education, 41(4). iv-vi. (2018)
- [Review of the book Space and place in children’s literature, 1789 to the present, by M. Cecire., H. Field., K. Mudan Finn., & M. Roy (Eds.)]. Spring, E. The Lion and the Unicorn, 39(3). 355-357. (2015)
- [Review of the book Politics and Ideology in Children’s Literature, by A. McGillicudy & M. Keyes]. Spring, E. Interjuli, 1(15). 156–162. (2015)
- [Review of the book[Review of the book Children’s Literature on the Move: Nations, Translations, Migrations, by N. Maguire & B. Rogers]. Spring, E. Interjuli, 2(14). 34-38. (2014)
- [Review of the book The Nation in Children’s Literature: Nations of Childhood, by C. (Kit) Kelen & B. Sundmark]. Spring, E. Bookbird: A Journal of International Children’s Literature, 51(4). 93-95. (2013)
- Planting seeds, nurturing roots, and growing sideways: Transitioning from a Cambridge PhD to a prairie postdoc. Spring, E. Faculty of Education Research Students’ Association of Cambridge Blog. (June 27). (2017)
- Episode 01: Dr. Erin Spring [Audio podcast]. Spring, E. The Institute for Child and Youth Studies Podcast, University of Lethbridge. (August). (2017)
- Raising spirit and decolonizing methods. Alexander, K., Mack, A., Newberry, J., & Spring, E. Neos: Anthropology of Children and Youth Interest Group. (October). (2016)
- Raising spirit: The Opokaa’sin digital storytelling project. Newberry, J., Alexander, K., Spring, E., Mack, A., & Little Mustache, T. McGill University’s Department of Integrated Studies in Education’s Blog: Belonging, Identity, Language, Diversity Research Group (BILRG). (May 29). (2016)
- Dr. Erin Spring: The digital Blackfoot storytelling project [Presentation]. Spring, E. Centre for Research in Young People’s Texts and Cultures, University of Winnipeg, Winnipeg, MB, Canada. (February 11). (2016)
- Canadian young adult reader’s responses to place, identity, and texts. Spring, E. Reading Changes: Adolescents, Young Adult Literature and Literacy Practices, University of Glasgow Professor Evelyn Arizpe’s Blog. (November 7). (2015)
In the News
- Excellence among educators recognized in 2022 celebration of teaching by Revington, A. Taylor Institute for Teaching and Learning. (2022)
- Top ten: Algoma, UCalgary create resources on residential schools, storytelling for educators. Academica Group: Moving Higher Education Forward. (2021)
- Un outil « convivial » pour aider les enseignants à choisir des livres Autochtones [A user-friendly tool to help teachers choose Indigenous books] [Interview] by Deniset, K. ICI Alberta. (2021)
- Frances E. Russell grant recipients: Where are they now?. IBBY Canada: Bring Books and Children Together. (2018)
- “Elders of the future” exhibit [Grand opening]. Institute for Child and Youth Studies. University of Lethbridge. (2017)
- Building rapport key to success of the raising spirit project. University of Lethbridge UNews. (2017)
- Raising spirit project receives Canada 150 grant. University of Lethbridge UNews. (2017)
- Blackfoot culture and identity explored in joint project between Opokaa’sin and U of L institute. University of Lethbridge UNews. (2016)
- Photo exhibit at Park Place focuses on Blackfoot culture, identit by Schnarr, J. W. Lethbridge Herald. (2016)
- Advisory – Opening celebration of raising spirit: The Opokaa’sin digital storytelling project photo exhibit by Kenney, T. University of Lethbridge. (2016)
- Grant allows researcher to embark on project with First Nations young adults. Lethbridge Herald: NationTalk. (2015)
- Researcher receives grant to support her research in Institute for Child and Youth Studies. University of Lethbridge Communications. (2015)
- Grant supports Spring research project with local First Nations young adults. University of Lethbridge UNews. (2015)
- Erin Spring receives IBBY Canada’s Russell Grant / Erin Spring reçoit la bourse Frances E. Russell. IBBY Canada: Bring Books and Children Together. (2015)
- Books to build on: Indigenous literatures for learning. Werklund School of Education Teaching and Learning.
Media:
- “Planting Seeds, Nurturing Roots, and Growing Sideways: Transitioning from a Cambridge PhD to a Prairie Postdoc,” guest post for the University of Cambridge’s Faculty of Education Research Students’ Association blog. https://fersacambridge.wordpress.com/2017/06/27/planting-seeds-nurturing-roots-and-growing-sideways-transitioning-from-a-cambridge-phd-to-a-prairie-postdoc/
- Podcast for Institute for Child and Youth Studies, University of Lethbridge: http://www.uleth.ca/research/centres-institutes/institute-child-and- youthstudies/i-cys-podcast
- Co-author of: “Methods & Ethics in the Anthropology of Children and Youth”. For “Neos”, a publication of the Anthropology of Children and Youth Interest Group. http://acyig.americananthro.org/wp-content/uploads/2011/12/Neos_Oct2016_final.pdf
- Co-author of: “Raising Spirit: The Blackfoot Digital Storytelling Project.” For McGill University’s Department of Integrated Studies in Education’s Blog, “Belonging, identity, language, diversity research group (BILRG). https://bildlida.wordpress.com/2016/05/29/raising-spirit-the-opokaasin-digital-storytelling-project/
- “Place, identity, and texts: the responses of Canadian adolescent readers.” For University of Glasgow Professor Evelyn Arizpe’s Blog, “Reading changes: adolescents, young adult literature and literacy practices.” http://readingchanges.blogspot.ca/2015/11/canadian-young-adult-readers-responses.html
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