Friese, E. E. G. (2013). Visual narratives: Reading and writing through the pages of graphic life stories. Knowledge Quest, 41(3), 24-29.

Friese, E. E. G. (2012).  E-books, E-readers, and the questions they Kindle. Knowledge Quest, 41(1), 66-67.

Friese, E. E. G. (2012). Always beginning: Welcoming ‘beginning teachers’ into a learning community. In D. Abilock, K. Fontichiaro, & V. Harada, (Eds.), School librarians as leaders in professional development. Santa Barbara, CA: ABC-CLIO


Alvermann, D. E., Friese, E. E. G., Beckmann, S., & Rezak, A. T. (2011). Content area reading pedagogy and domain knowledge: A Bourdieusian analysis. Australian Educational Researcher, 38, 203-220. Also available from

Fecho, B., Collier, N. D., Friese, E. E. G., & Wilson, A. A. (2010). Critical conversations: Tensions and opportunities of the dialogical classroom. English Education, 42, 427-447.

Friese, E. E. G. (2010). A collection of mentors: How the library program can support writing instruction. School Library Monthly, 26(7), 17-19.

Friese, E. E. G. & Nixon, J. (2009). Poetry and World War II:  Creating community through content area writing. Voices From the Middle, 16(3), 23-30.

Friese, E. E. G., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice and Critique, 7(3), 74-99. Available at:

Friese, E. E. G. (2008). Inquiry learning: Is your selection policy ready? Library Media Connection, 27(3), 14-17.

Friese, E. E. G. (2008).  Popular culture in the school library:  Enhancing literacies traditional and new. School Libraries Worldwide, 14(2), 68-82.

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