Dr. Kimberly Lenters, PhD

Pronouns: she/her
Kimberly Lenters

Canada Research Chair (Tier II)

Werklund School of Education, Specialization, Language and Literacy

Associate Professor

Werklund School of Education, Specialization, Language and Literacy

Web presence

Phone number

Office: 403.220.2989


Office: EDT1042


Educational Background

Doctor of Philosophy Language and Literacy Education, University of British Columbia, 2010

M.A. Literacy Education, University of British Columbia, 2004

Bachelor of Education Education - Reading Specialization, University of Calgary, 1984


Dr. Lenters is Canada Research Chair (Tier II) in Language and Literacy Education. Her graduate work in literacy education (MA and PhD) was undertaken at the University of British Columbia in the Department of Language and Literacy Education.  In 2011, Dr. Lenters joined the Faculty of Education at the University of Calgary, where she currently teaches courses in the Bachelor of Education Program for pre-service teachers, post-graduate courses for in-service teachers, and graduate level courses. Prior to taking up her work in literacy research, Dr. Lenters lived and taught at the elementary school level in several areas of Canada, in addition to Namibia, Argentina, Colombia, and Chile.

Professional & Community Affiliations

Dr. Lenters is a book editor for the Journal of Early Childhood Literacy (JECL) and a board member of the British Educational Research Journal (BERJ). She is a member of the Language and Literacy Researchers of Canada, the United Kingdom Literacy Association, the Literacy Research Association, the National Council for Teachers of English, and the International Reading Association. She reviews manuscripts and proposals for these associations, in addition to publications in their journals, such as Research in the Teaching of English (RTE) and the Journal of Literacy Research (JLR), among others.


Areas of Research

Scholarly Activity

Dr. Lenters’ work focuses primarily on ways in which socio-material perspectives of literacy may be utilized to understand and enhance children's literacy development across their terrains of home, community, and school.

  • Literacy
  • Literacy and posthumanism
  • Socio-material literacies
  • Multimodal literacies
  • Elementary education
  • Family and community literacy
  • Case study research

Participation in university strategic initiatives


Course number Course title Semester
EDUC 520 SEC 05 Interdisciplinary Learning 2020
EDUC 535 SEC 01 Specialization II: Elementary English Language Arts 2020
EDUC 435 SEC 04 Literacy, Language, and Culture in the K-12 Classroom Fall 2021


Playful(l) Literacies
  • Project: Playful(l) Literacies: Language and Literacy Learning in the Early Elementary Years
    • With Dr. Ronna Mosher
    • Funding Agencies: Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant; and Alberta Advisory Committee for Educational Studies (AACES)
    • 2020-2023

Decolonizing the English Language Arts Classroom
  • Project: Decolonizing the ELA Classroom: Mobilizing Arts-based, Land-based, and Anti-Racist Critical Literacies
    • With Dr. Towani Duchscher
    • Funding Agencies: Social Sciences and Humanities Research Council (SSHRC) Connection Grant (Outreach); Calgary Public Library; and the Werklund School of Education
    • 2021-2022


Connecting Resilience to Space and Place in Adopted Homelands

Lead Investigator: R. Zaidi

Co-Investigators: K. Lenters, E. Spring, S. Bhowmik, S. Roy (UCalgary)

Sponsorship Details: Insight Grant

Funding Agency: Social Sciences and Humanities Research Council (SSHRC) Insight Grant

Total Award: $214,108.00

Duration: 2022-2027


  • Eyes High Postdoctoral Scholars Competition, University of Calgary. 2021
  • Canada Research Chair, Social Sciences and Humanities Research Council. 2020
  • Early Career Researcher Award, Werklund School of Education. 2019
  • Eyes High Postdoctoral Scholars Competition, University of Calgary. 2015
  • Teaching Award for Curriculum Development (Group award), University of Calgary . 2015


  • Making macaroni: Classroom improv for transformative embodied critical literacy. Kim Lenters. English Teaching: Practice & Critique (19)4. (2020)
  • Youth reassembling difficult topics through humour as boundary play. Mairi McDermott and Kim Lenters. Pedagogy, Culture & Society, 29(1). (2020)
  • Extemporaneous lessons on place, space, and identity: Graffiti as pedagogical disruption. Kaela Jubas and Kim Lenters. Engaged Scholar Journal, 5(2). (2019)
  • Nerdisms, Almina, and the petsitter: Becoming social commentary composers. . Kim Lenters. Research in the Teaching of English, 53(4). (2019)
  • Multimodal becoming: Literacy in and beyond the classroom. Kim Lenters. The Reading Teacher, 71(6). (2018)
  • Assembling improv and collaborative story building in language arts class. Kim Lenters and Cam Smith. The Reading Teacher 72(2). (2018)
  • Failing with grace: Kids, improv, and embodied literacies. Kim Lenters and Alec Whitford. Literacy 52(3). (2018)
  • Riding the lines and overwriting in the margins: Affect and multimodal literacy practices. Kim Lenters. Journal of Literacy Research, 48(2). (2016)
  • Telling “a story of somebody" through digital scrapbooking: A fourth grade multiliteracies project takes an affective turn. . Kim Lenters. Literacy Research and Instruction, 55(3). (2016)
  • Feedback loops: Assembling students, stories, and devices for multimodal feedback in a writer’s workshop. Kim Lenters and Kim Grant. Language Arts, 93(3). (2016)
  • Word on the street: Investigating linguistic landscapes with urban Canadian youth.. Catherine Burwell and Kim Lenters. Pedagogies: An International Journal, 10(3). (2015)
  • Working with Different Cultural Patterns and Beliefs: Teachers and Families Learning Together.. Purcell-Gates, V., Lenters, K., McTavish, M. & Anderson, J. . Multicultural Education, School, Family, Community Engagement and Partnerships special issue, 21(3/4). (2014)
  • Just doing our jobs: Literacy-in-action in a fifth grade classroom. Kim Lenters. Language & Literacy: A Canadian E-Journal, 16(1). (2014)
  • Fracturing writing spaces: Multimodal storytelling ignites process writing. Kim Lenters and Kari-Lynn Winters. The Reading Teacher, 67(3). (2013)
  • Student planners in-school and out-of-school: Who’s managing whom? . Kim Lenters and Marianne McTavish. Literacy 47(2). (2013)
  • Measuring situated literacy activity: Challenges and promises. Purcell-Gates, V., Anderson, J., Gagne, M., Jang, K., Lenters, K., & McTavish, M., . Journal of Literacy Research 44(4). (2012)
  • Real-world literacy activity in pre-school. Anderson, J., Purcell-Gates, V., Lenters, K., & McTavish, M. . Community Literacy Journal, 6(2). (2012)
  • Enhancing and displacing literacy practices: Examining publishing in a writer’s workshop. Kim Lenters. Language & Literacy: A Canadian E-Journal, 14(1). (2012)
  • Programming family literacy: Tensions and directions. Kim Lenters. Community Literacy Journal, 2(2). (2008)
  • Constructing families, constructing literacy: A critical analysis of family literacy websites. Anderson, J., Lenters, K., & McTavish, M. . The School Community Journal, 18(1). (2008)
  • From storybooks to games, comics, bands and chapter books: A young boy's appropriation of literacy practices. Kim Lenters. Canadian Journal of Education, 30(1). (2007)
  • Resistance, struggle and the adolescent reader. Kim Lenters. Journal of Adolescent and Adult Literacy, 50(2). (2006)
  • No half-measures: Reading instruction for young second language learners. Kim Lenters. The Reading Teacher, 58(4). (2005)