Faculty Profiles
Wenyu Guo
assistant professor, literacy studies
Email: guow@usf.edu
Phone Number: 813-974-1398
Office Location: ±«Óătv Tampa campus, EDU 202-F
Dr. Wenyu Guo is an assistant professor of Literacy Studies in the College of Education at the ±«Óătv. She earned her Ph.D. in Teaching & Learning and Certificate of Graduate Study in Qualitative Research from the University of South Carolina with a focus on Literacy, Bilingual Education, and Qualitative Research Methodology. Her research takes a critical perspective to examine how agency, identity, and power among Asian American families and adolescents are constructed as they engage in literacy practices to make sense of their lives. She focuses on critical, cultural, and racial literacies with specific interest in immigrant students (preschool-grade 5) agency and activism, and the ways children and their families cultivate bilingual and bicultural meaning-making. Her work has been published in the Bilingual Research Journal, The Reading Teacher, etc.
Refereed Journal Articles
Guo. W. (forthcoming). Fostering Student Activism: Addressing Anti-Asian Racism Through Children's Literature. The Journal of Children’s Literature.
Guo, W. (2024). Interrogating Anti-Asian Racism: Children’s Literature as a Nexus for Antiracist Education. WOW Stories.
Sanchez, L., Wang, Y., Bauer, E. Guo, W., Hao, L. Hwang, K. (2023). “That’s my mission”: Examining parents’ investments in their emergent bilingual learners’ development. Bilingual Research Journal.
Wang, Y., Guo, W., & Sui, X. (2022). A content analysis of Chinese American contemporary realistic fiction books. The Reading Teacher.
Book Chapters
Guo, W. & Sun, Y. (forthcoming). “U.S. and China Can be Friends for Once”: Chinese Immigrant Children Engage in Transnational Literature in a Community-based Book Club. The International Handbook of Literacies in Families and Communities. (Eds, Edwards, P., Compton-Lilly, C. & Li, G.). Edward Elgar Publishing.
Wang, Y., Sánchez, L., Bauer, E., Guo, W., Hao, L., & Hwang, K. (2023). A new language, a new culture, and a new way of thinking: Examining how parents navigate barriers to support their emerging multilingual learners. In V. Lee & K. Lewis (Eds.), Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships. Lexington Books.
Grants
Tian, Z. (Principal Investigator), Guo, W. (Co-Principal Investigator). (2023). Fostering Multiracial Solidarity through Antiracist Translanguaging Pedagogy: Integrating
Asian American Children’s Literature in a Chinese Immersion Program. ACTFL research priorities grant. ($5000) [Community Engaged] [Anti-Racist Approach]
[Multi-Racial Solidarity] [Role on Proposal: Antiracist Literacy Expert and Language
Immersion Curriculum Developer]
Brown, S. (Principal Investigator), Zhang, R. (Co-Principal Investigator), Guo, W. & Sun, Y. (Consultants). (Pending). (2023). Digital Storyboxes and Multimodal Assessing: Equalizing Early Literacy Learning to
Cultivate School Success in Diverse Populations of Learners. Spencer Foundation. ($75,000) [Community Engaged] [Bilingual Family Literacy] [Role
on Proposal: Emergent Bilingual Literacy Expert and Qualitative Researcher]
Guo, W. (Principal Investigator). (2020). Between Two Worlds – Asian American Children (Re)negotiate Bicultural Identities through
the Culturally Relevant Children’s Literature. SPARC Graduate Research Grant. ($2900)
Selected Recent Conference Presentations
Guo, W. (2024). Fostering Racial Literacy through Children’s Literature: Chinese American Students Interrogating Anti-Asian Racism. 2024 AERA Annual Meeting. Philadelphia, Pennsylvania.
Sun, Y. & Guo, W. (2024). Navigating Cultural Capital: A Critical Ethnographic Case Study of Chinese American Immigrant Families. 2024 AERA Annual Meeting. Philadelphia, Pennsylvania.
Guo, W. (Invited, 2023). Disrupting Monolingually Oriented Praxis: Children’s Literature as a Nexus for Translanguaging
and Social Justice Pedagogies. CLA Student Committee Webinar, NCTE.
Guo, W. (2023). Interrogating History and Racial Discourse: Resilience and Resistance of Chinese American
Students in Multiple Pandemics in a Southern State. Literacy Research Association’s 73rd Annual Conference. Atlanta, GA.
Guo, W. (2023). “Racism is a Human Nature” – Chinese American Students Respond to Historical Realistic Picture Books in a Community-based Book Club. 2023 AERA Annual Meeting. Chicago, IL.
Guo, W. & Sun, Y. (2022). “Go Back to Erase the Past” - Chinese American students (Re)negotiate Understandings on Race and Social Justice through Reading Culturally Relevant Texts in a Book Club. Literacy Research Association’s 72nd Annual Conference. Phoenix, AZ.
Guo, W. & Sun, Y. (2022). Chinese American Elementary Students Respond to COVID-related Discriminations and Racism Through Reading Picture Books. 12th International Conference on Education and Justice, San Francesco, CA.
Sanchez, L., Wang, Y., Bauer, E. Guo, W. Hao, L. Hwang, K. (2021). A case study of examining parents’ investments in their emergent bilingual learners’ development. Bilingualism Matters Research Symposium 2021 Virtual Conference.
Wang, Y. & Guo, W. (2021). A Content Analysis of Chinese American Contemporary Realistic Fiction Picture Books. American Educational Research Association (AERA) 2021 Virtual Annual Conference.
Guo, W. & Sun, Y. (2020). Translanguaging in an Elementary Chinese-English Two-Way Dual Language Program. 49th National Association for Bilingual Education (NABE) Annual Conference, Las Vegas,
NV.
Scholarly Creative Activity
Guo, W. (Invited, 2023). Second Reaction: The Fearless Flights of Hazel Ying Lee – Breaking Barriers and Boundaries. First Opinions, Second Reactions 16.1. https://docs.lib.purdue.edu/fosr/vol16/iss1/5