Baildon, M. & Damico, J.S. (2011).Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom.New Yok: Routledge. [Book info]

Damico, J.S., Baildon, M., Exter, M., & Guo, S. (2009). Where We Read From Matters: Disciplinary literacy in a 9th grade social studies classroom. Journal of Adolescent & Adult Literacy. 53(4), 325-335. [Abstract]

Baildon, M. & Damico, J.S. (2009). How do we know?: Students examine issues of credibility with a complicated multimodal web-based text. Curriculum Inquiry. 39(2), 265-285.

Carter, S., Damico, J.S., Kumasi-Johnson, K. (2008). The time is now!: Talking to African American youth about college. Voices in the Middle; 16(2), 47-53.

Baildon, M. & Damico, J.S. (2008). Negotiating epistemological tensions in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation. Teaching and Teacher Education. 24(6), 1645-1657.

Damico, J.S. & Baildon, M. (2007). Reading Web sites in an Inquiry-based Literacy and Social Studies Classroom. National Reading Conference Yearbook. Oak Creek, WI: National Reading Conference. pp. 204-217.

Damico, J.S. & Baildon, M.C. (2007). Examining the Ways Readers Engage with Web sites during Think Aloud Sessions.Journal of Adolescent and Adult Literacy51(3), 254-263.

Baildon, M.C. & Damico, J.S. (2006). “We have to pick sides”: Students wrestle with counter claims while reading Web sites. Social Education, 70(3), 156-159.

Ashburn, E., Baildon, M., Damico, J.S., & McNair, S. (2006). Mapping the terrain of teaching for meaningful learning using technology in social studies. In E. Ashburn & R. Floden (Eds.), Meaningful learning using technology: What educators need to know and do.(pp. 117-140). New York: Teachers College Press.

Damico, J.S., Baildon, M., & Campano, G. (2005). Integrating Literacy, Technology and Disciplined Inquiry in Social Studies: The Development and Application of a Conceptual Model. Technology, Humanities, Education and Narrative.2(1). Retrievable at: http://thenjournal.org/feature/92/.

Damico, J.S., Baildon, M., & Greenstone, D. (2010). Examining how historical agency works in children’s literature. Social Studies Research and Practice.5(1), 1-12. Full text available at: http://www.socstrpr.org/files/Vol%205/Issue%201%20-%20Spring,%202010/Research/5.1.2.pdf.  

Damico, J.S. & Baildon, M., Lowenstein, K. (2008). Did the bombs just fall from the sky?: Examining agency in a text set of World War II children’s literature. Social Studies Research and Practice, 3(3). Full text available at: http://www.socstrpr.org/files/Vol%203/Issue%203%20-%20Winter,%202008/Practice/3.3.4.pdf

Hall, D.T. & Damico, J.S. (2007). Black youth employ African American vernacular English in creating digital texts. Journal of Negro Education, 76(1), 80-88.

Damico, J.S. with Riddle, R. (2006). Exploring freedom and leaving a legacy: Enacting new literacies with digital texts in the elementary classroom. Language Arts, 84(1), 34-44.

Cervetti, G., Damico, J.S. & Pearson, P.D. (2006). Multiple literacies, new literacies, and teacher education. Theory into Practice, 45(4), 378-386.

Damico, J.S. & Lowenstein, K. (2006). Reconsidering difference(s) with the picture book, Smoky Night. Dragon Lode, 24(2), 12-15.

Cervetti, G., Pardales, M.J., & Damico, J.S. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online, 4(9). Available at: http://www.readingonline.org/articles/cervetti/index.html.