LeBlanc, Robert
Associate Professor
- Phone
- (403) 329-2443
- robert.leblanc@uleth.ca
About Me
Associate Professor of ELA/Literacy
Board of Governors Research Chair in Literacy Studies (Tier II)
Coyle Fellow- University of Notre Dame- Center for Literacy Education
2024 Alberta Teachers' Association (ATA) Educational Research Award
Board of Governors Research Chair in Literacy Studies (Tier II)
Coyle Fellow- University of Notre Dame- Center for Literacy Education
2024 Alberta Teachers' Association (ATA) Educational Research Award
Biography
Ph.D., Reading/Writing/Literacy (Defended with Distinction)- University of Pennsylvania
AERA Outstanding Dissertation Award (2017)
University of Pennsylvania Faculty Award for Outstanding Leadership and Teaching
M.A., Education and Society (Dean's Honour)- McGill University
B.Ed., Secondary Education (With Great Distinction)- University of Saskatchewan
AERA Outstanding Dissertation Award (2017)
University of Pennsylvania Faculty Award for Outstanding Leadership and Teaching
M.A., Education and Society (Dean's Honour)- McGill University
B.Ed., Secondary Education (With Great Distinction)- University of Saskatchewan
Publications
Nichols, T.P., LeBlanc, R.J., & Garcia, A. (2024). After digital literacy: Media pedagogies for platform ecologies. In B. Williamson, J. Komljenovic, & K.N. Gulson (Eds.), World Yearbook of Education 2024. Routledge.
LeBlanc, R.J. (Online First). What keeps a narrative going? Teaching narrative interest. Changing English.
LeBlanc, R.J. (Online First). Masking directions: Teacher instructions and COVID-19 protocols. Text & Talk.
LeBlanc, R.J. & Stornaiuolo, A. (2023). Reading rhetorically: Discussing the ethics of narrative form. Journal of Literacy Research, 55(4), 450-473.
LeBlanc, R.J. (2023). Being a 'fun' teacher: An interaction ritual chains approach. Journal of Curriculum and Pedagogy, 20(3), 188-205.
LeBlanc, R.J., Aguilera, E., Burriss, S., de Roock, R., Fassbender, W., Monea, B., Nichols, T.P., Pandya, J.Z., Robinson, B., Smith, A., Stornaiuolo, A. (2023). Digital platforms and the ELA classroom. NCTE Policy Brief. National Council of Teachers of English.
LeBlanc, R.J. (2022). Telling more than you should: Narrative, narratology, and character narration. English Journal, 111(4), 71-77.
Juzwik, M., LeBlanc, R.J., Davila, D., Rackley, E. & Sarroub, L. (2022). Spiritual and religious meaning making in language and literacy studies: Global perspectives on teaching, learning, curriculum, and policy. English Teaching: Practice & Critique, 21(3), 225-235.
LeBlanc, R.J. (2021). Doing voices: Stylization, literary interpretation, and indexical valence. Linguistics and Education, 64(1).
LeBlanc, R.J. (2021). The consolations of literature. English Journal, 110(6), 16-18.
Nichols, T.P. & LeBlanc, R.J. (2021). Media pedagogy and the limits of "literacy": Ecological orientations to performative platforms. Curriculum Inquiry, 51(4), 389-412.
Nichols, T.P., LeBlanc, R.J., & Slomp, D. (2021). Writing machines: Formative assessment in the age of big data. Journal of Adolescent & Adult Literacy, 64(6), 712-719.
Nichols, T.P. & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a Platform Society. The Reading Teacher, 74(1), 103-109.
LeBlanc, R.J. (2020). "I've got to do this in a Southern": Styling literary characters' voices in the ELA classroom. Literacy, 55(1), 52-61.
LeBlanc, R.J. (2020). Pierre Bourdieu and the religious political economy of schooling. Review of Education, Pedagogy, and Cultural Studies, 43(1), 275-292.
LeBlanc, R.J. (2020). Literary theory across genre chains: Intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education, 55(2), 177-200.
LeBlanc, R.J. (2019). Pedagogic ventriloquation: Projected constructed direct reported speech in teacher talk. Language & Communication, 64(1), 25-37.
LeBlanc, R.J. (2019). Teaching while praying, praying while teaching: An interactional sociolinguistics of educational prayer. Journal of Catholic Education, 22(1), 84-111.
LeBlanc, R.J. (2019). Observant participant: Carnal sociology and researcher identity in religious educational spaces. Ethnography and Education, 14(2), 242-257.
LeBlanc, R.J. (2018). Managed confrontation and the managed heart: Gendered teacher talk through reported speech. Classroom Discourse, 9(2), 150-165.
LeBlanc, R.J. (2018). Those who know and are known: Students using ethnography to interrogate language and literacy ideologies. Journal of Adolescent & Adult Literacy, 61(5), 489-499.
LeBlanc, R.J. (2017). Literacy rituals in the community and the classroom. Language Arts, 95(2), 77-86.
LeBlanc, R.J. (2017). The interactional production of race and religious identity in an urban Catholic school. Journal of Catholic Education, 21(1), 84-110.
LeBlanc, R.J. (2017). Interactional order, moral order: Classroom interactions and the institutional production of identities. Linguistics and Education, 40(1), 27-37.
LeBlanc, R.J. (2017). Time, labour, texts: New English Language Arts teachers' selective use of instructional documents. International Journal of Critical Pedagogy, 8(1), 105-128.
Stornaiuolo, A. & LeBlanc, R.J. (2016). Scaling as literacy activity: Mobility and educational inequality in an age of global connectivity. Research in the Teaching of English, 50(3), 263-287.
LeBlanc, R.J. (2015). Performance and apprehension of the Mass in an urban Catholic school: Strategy, liturgy, capital. Written Communication, 32(3), 254-285.
Stornaiuolo, A. & LeBlanc, R.J. (2014). Local literacies, global scales: The labor of global connectivity. Journal of Adolescent and Adult Literacy, 58(3), 192-196.
LeBlanc, R.J. (Online First). What keeps a narrative going? Teaching narrative interest. Changing English.
LeBlanc, R.J. (Online First). Masking directions: Teacher instructions and COVID-19 protocols. Text & Talk.
LeBlanc, R.J. & Stornaiuolo, A. (2023). Reading rhetorically: Discussing the ethics of narrative form. Journal of Literacy Research, 55(4), 450-473.
LeBlanc, R.J. (2023). Being a 'fun' teacher: An interaction ritual chains approach. Journal of Curriculum and Pedagogy, 20(3), 188-205.
LeBlanc, R.J., Aguilera, E., Burriss, S., de Roock, R., Fassbender, W., Monea, B., Nichols, T.P., Pandya, J.Z., Robinson, B., Smith, A., Stornaiuolo, A. (2023). Digital platforms and the ELA classroom. NCTE Policy Brief. National Council of Teachers of English.
LeBlanc, R.J. (2022). Telling more than you should: Narrative, narratology, and character narration. English Journal, 111(4), 71-77.
Juzwik, M., LeBlanc, R.J., Davila, D., Rackley, E. & Sarroub, L. (2022). Spiritual and religious meaning making in language and literacy studies: Global perspectives on teaching, learning, curriculum, and policy. English Teaching: Practice & Critique, 21(3), 225-235.
LeBlanc, R.J. (2021). Doing voices: Stylization, literary interpretation, and indexical valence. Linguistics and Education, 64(1).
LeBlanc, R.J. (2021). The consolations of literature. English Journal, 110(6), 16-18.
Nichols, T.P. & LeBlanc, R.J. (2021). Media pedagogy and the limits of "literacy": Ecological orientations to performative platforms. Curriculum Inquiry, 51(4), 389-412.
Nichols, T.P., LeBlanc, R.J., & Slomp, D. (2021). Writing machines: Formative assessment in the age of big data. Journal of Adolescent & Adult Literacy, 64(6), 712-719.
Nichols, T.P. & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a Platform Society. The Reading Teacher, 74(1), 103-109.
LeBlanc, R.J. (2020). "I've got to do this in a Southern": Styling literary characters' voices in the ELA classroom. Literacy, 55(1), 52-61.
LeBlanc, R.J. (2020). Pierre Bourdieu and the religious political economy of schooling. Review of Education, Pedagogy, and Cultural Studies, 43(1), 275-292.
LeBlanc, R.J. (2020). Literary theory across genre chains: Intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education, 55(2), 177-200.
LeBlanc, R.J. (2019). Pedagogic ventriloquation: Projected constructed direct reported speech in teacher talk. Language & Communication, 64(1), 25-37.
LeBlanc, R.J. (2019). Teaching while praying, praying while teaching: An interactional sociolinguistics of educational prayer. Journal of Catholic Education, 22(1), 84-111.
LeBlanc, R.J. (2019). Observant participant: Carnal sociology and researcher identity in religious educational spaces. Ethnography and Education, 14(2), 242-257.
LeBlanc, R.J. (2018). Managed confrontation and the managed heart: Gendered teacher talk through reported speech. Classroom Discourse, 9(2), 150-165.
LeBlanc, R.J. (2018). Those who know and are known: Students using ethnography to interrogate language and literacy ideologies. Journal of Adolescent & Adult Literacy, 61(5), 489-499.
LeBlanc, R.J. (2017). Literacy rituals in the community and the classroom. Language Arts, 95(2), 77-86.
LeBlanc, R.J. (2017). The interactional production of race and religious identity in an urban Catholic school. Journal of Catholic Education, 21(1), 84-110.
LeBlanc, R.J. (2017). Interactional order, moral order: Classroom interactions and the institutional production of identities. Linguistics and Education, 40(1), 27-37.
LeBlanc, R.J. (2017). Time, labour, texts: New English Language Arts teachers' selective use of instructional documents. International Journal of Critical Pedagogy, 8(1), 105-128.
Stornaiuolo, A. & LeBlanc, R.J. (2016). Scaling as literacy activity: Mobility and educational inequality in an age of global connectivity. Research in the Teaching of English, 50(3), 263-287.
LeBlanc, R.J. (2015). Performance and apprehension of the Mass in an urban Catholic school: Strategy, liturgy, capital. Written Communication, 32(3), 254-285.
Stornaiuolo, A. & LeBlanc, R.J. (2014). Local literacies, global scales: The labor of global connectivity. Journal of Adolescent and Adult Literacy, 58(3), 192-196.
Research Interests
Secondary English Language Arts education; Literature instruction; Narratology and narrative theory; Classroom discourse; New, critical, and sociocultural literacies; Interactional sociolinguistics; Intertextuality; Style and stylization; Voicing; Bourdieu; Qualitative and ethnographic research methodologies; Digital literacies and digital platforms