Publications

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BOOKS

Panozzo, M., & Eaton, P. W. (Eds.). (in press, 2026). Battle of the bans: Narratives on reading and engaging with banned books. Myers Education Press.

BOOK CHAPTER

Panozzo, M. (in press, 2026). Get on the bus: Being seen and forging community through a banned books event. In M. Panozzo & P. W. Eaton (Eds). Battle of the bans: Narratives on reading and engaging with banned books. Myers Education Press.

PEER REVIEWED

Panozzo, M., & Wright, N. L. (2025). No response: Lessons from preservice teacher silence on book bans and the politics of participation. Curriculum & Teaching Dialogue. https://doi.org/10.22488/okstate.25.100611 

Grote-Garcia, S., Ortlieb, E., &  Panozzo, M. (2025). What’s Hot in Literacy: Foundational and Future-Oriented Practices. Literacy Research & Instruction. https://doi.org/10.1080/19388071.2025.2559861 

Panozzo, M. (2025). Queerly writing, queerly researching: Using art-based research to re-examine my past and the imagined future of queer educators. Journal of Queer and Trans Studies in Education, 2(1). https://doi.org/10.60808/7dny-5n02 

Panozzo, M., & Hockless, J. (2024). Immersing students in classics: Turning scenes from a short story into interactive posters using Makey Makey kits. Journal of Technology-Integrated Lessons and Teaching, 3(2), 1-9 https://doi.org/10.13001/jtilt.v3i2.8693 

Panozzo, M., & Cook, C. (2024). Cultivating climate consciousness: Empowering elementary and middle school students to create a sustainable future through curriculum, Collaboration, and Community. Tennessee Literacy Journal, 5(3), 8-10.

Panozzo, M., & LaRue, L. (2023). Tale as old as time: Balancing digital texts and print-based practices. The Oklahoma Reader, 59(2), 81-87. 

INVITED / NON-REFEREED

Panozzo, M. (2025). Approaching reading like basketball: Making the reading process visible. ALER Literacy News, 50(2), 2-3.

Panozzo, M. (2024, September 23). “Get out or get comfortable”: Learning about the intersection of queer and rural identities through middle grade literature. Virginia Tech, Center for Rural Education Blog. https://rural.vt.edu/2024/09/23/get-out-or-get-comfortable-learning-about-the-intersection-of-queer-and-rural-identities-through-middle-grade-literature/ 

Panozzo, M., & LaRue, L. (2024). Forming the reader: Cultivating active engagement in digital texts. Literacy Today, 42(1), 60-61.

Panozzo, M. (2023). Books as gateways, teachers as guides: A reflection on the critical importance of protecting LGBTQ+ literature in the classroom. Literacy Today, 40(3), 74-75

Panozzo, M. (2018). Using Padlet for professional book studies. Specialized Literacy Professionals Newsletter, 25(2), 6. http://www.literacyprofessional.org/uploads/4/8/0/3/48036385/slp_winter_2018__1_.pdf 

PEER-REVIEWED CONFERENCE PAPERS

Childs, K., Jennings, I., & Panozzo-Schagene, M. (2020). READ: Accepting and interacting with the diverse needs of Texas literacy learners. Texas Association for Literacy Education Yearbook, 7. 32-36.

BOOK REVIEWS

Panozzo, M. (2024). Deaf Utopia: A book review focusing on literacy, culture, and understanding. The Reading Matrix: An International Online Journal, 24(2), 55-57. https://www.readingmatrix.com/files/33-219ia5k5.pdf

Panozzo, M. (2018). Teaching, affirming, and recognizing trans* and gender creative youth: A queer literacy framework. READ: An Online Journal for Literacy Educators, 4(7), 105-109.

Panozzo, M. (2017). Kids deserve it: Pushing boundaries and challenging conventional thinking. READ: An Online Journal for Literacy Educators, 3(5), 62-63.