Assistant Professor, Teaching, Curriculum, and Society
Jon M Wargo is committed to educational equity. A scholar who attends closely to qualitative research methods, Wargo engages in ethnographic, design-based, and arts-informed methodologies to examine how technology mediates contemporary conceptions of children and youths’ civic and social education. Combining his passion for social justice, activism, and urban education, Wargo’s teaching and research focus on understanding and sustaining the literacies and lifeworlds of minoritized communities in the context of social change and revitalization.
Publishing extensively across the areas of critical literacy, media and technology, civic education, and qualitative research, his scholarship can be found in the pages of academic journals such as the Journal of Literacy Research, Qualitative Inquiry, New Media & Society, Learning, Media, and Technology, and Language Arts. His forthcoming book, Lifestreaming Queer Culture: LGBTQ Youth Writing with Mobile Media, explores how LGBTQ youth use technology to design more just social futures.
As a core faculty member in the Teaching, Curriculum, and Society department at the Lynch School, Wargo teaches undergraduate and graduate courses in literacy, social studies education, technology, and qualitative research.
A former Denver Public Schools teacher, Wargo holds a B.A. in English and Gender Studies from Indiana University – Bloomington and a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University. Wargo’s scholarly profile and body of research has been both nationally and internationally recognized. In 2018, he was named a Concha Delgado Gaitan Presidential Fellow by the Council on Anthropology and Education (CAE), a section of the American Anthropological Association. More recently, he was honored with the 2019 ELATE National Technology Leadership Initiative (NTLI) Award as well as the 2020 Divergent Award for Excellence in 21st Century Literacies Research.
A 2020 NAEd/Spencer Postodoctoral Fellow, Wargo is currently exploring how elementary teachers in the first year of policy enactment understand, interpret, and teach lesbian, gay, bisexual, transgender, and queer (LGBTQ) inclusive social studies.
REFEREED BOOK MONOGRAPHS
Wargo, J.M. (forthcoming). Lifestreaming Queer Culture: LGBTQ Youth Writing with Mobile Media. New York: Routledge
REFEREED JOURNAL ARTICLES
Wargo, J.M. & Alvarado, J. (in press). ‘Making’ Civics, Designing Inquiry: Mobilizing Civic Education through Integrative Learning in Pre-Kindergarten. Social Studies & the Young Learner.
Wargo, J.M. (2020). Be(com)ing ‘In-Resonance-With’ Research: Improvising a Post-Intentional Phenomenology through Sound and Sonic Composition. Qualitative Inquiry. 26(5), 440-446. doi:10.1177/1077800418819612
Wargo, J.M. (2020). Sounding Out Synthesis: Investigating How Educators in a Teaching with Technology Course use Sonic Composition to Remix Reflection. E-Learning & Digital Media. 17(3), 218-235.
Wargo, J.M. & Alvarado, J. (2020). Making as Worlding: Young Children Composing Change through Speculative Design. Literacy. 54(2), 13-21 doi:10.1111/lit.12209
Wargo, J.M. (2019). “Picture This!” Examining the Making and Movement of Speculative “Withness” in Young Children’s A/r/tographic Collage. Video Journal of Education and Pedagogy. 4(1), 138-150
Castro Samayoa, A., Wargo, J.M., & Oliveira, G. (2019). Data’s (In)Humanism: Re/Presentations of State, Institutions, and Practices in Contemporary Educational Re/search. Qualitative Inquiry. doi:10.1177/1077800419883302
Wargo, J.M. (2019). Between an iPhone and a Safe Space: Tracing Desire in Connective (Auto)Ethnographic Research with LGBTQ Youth. International Journal of Qualitative Studies in Education doi:10.1080/09518398.2019.1681537
Wargo, J.M. (2019). Sounding the Garden, Voicing a Problem: Mobilizing Critical Literacy through Personal Digital Inquiry with Young Children. Language Arts. 96(5), 275-285.
Wargo, J.M. (2019). Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry. Theory into Practice. 58(1), 18-28. doi: 10.1080/00405841.2018.1536919
Wargo, J.M. & Clayton, K.* (2018). From PSAs to Reel Communities: Exploring the Sounds and Silences of Urban Youth Mobilizing Digital Media Production. Learning, Media & Technology. 43(4), 469-484. doi: 10.1080/17439884.2018.1534859
Wargo, J.M. (2018). Writing with Wearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention. Journal of Literacy Research. 50(4), 502-523. doi: 10.1177/1086296X18802880
Wargo, J.M. (2018). Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of ‘Being-In-Resonance-With’ Sound and the Social Contexts of Education. Educational Studies, 54(4), 382-395.
Hayes, B., Livingston, K., Miles, C., Wargo, J.M., Hawkins, A., Choffel, E., Hammer, S., Schaefer, E., Hutchinson, L. (2018). What Fucking Clayton Pettet Teaches Us About Cultural Rhetorics. Constellations: A Cultural Rhetorics Publishing Space. Web.
Wargo, J.M. (2018). #SoundingOutMySilence: Reading a LGBTQ Youth’s Sonic Cartography as Multimodal (Counter)Storytelling. Journal of Adolescent and Adult Literacy, 62(1), 13-23.
Wargo, J.M. (2017). Rhythmic Rituals and Emergent Listening: Intra-Activity, Sonic Sounds, and Digital Composing with Young Children. Journal of Early Childhood Literacy, 17(3), 392-408.
Brownell, C.J. & Wargo, J.M. (2017). (Re)Educating the Senses to Community Literacies: Prospective Teachers Using Sonic Cartography to Listen for Culture. Multicultural Education Review, 9(3), 201-214
Wargo, J.M. (2017). Designing More Just Social Futures or Remixing the Radical Present? Reading LGBTQ Youths’ Multimodal (Counter)Storytelling as Activist Practice. English Teaching: Practice & Critique, 16(2), 145-160.
Wargo, J.M. (2017). Hacking Heteronormativity and Remixing Rhymes: Enacting a [Q]ulturally Sustaining Pedagogy in Middle Grades English Language Arts. Voices from the Middle, 24(3), 39-43.
Wargo, J.M. & De Costa, P. (2017). Tracing Academic Literacies across Contemporary Literacy Sponsorscapes: Mobilities, Ideologies, Identities, and Technologies. London Review of Education, 15(1), 101-114.
Wargo, J.M. (2017). #donttagyourhate: Reading Collecting and Curating as Genres of Participation in LGBT Youth Activism on Tumblr. Digital Culture and Education, 9(1), 14-31.
Wargo, J.M. (2016). Literacy Sponsorscapes and Mobile Media: Lessons from Youth on Digital Rhetoric. Enculturation: A Journal of Rhetoric, Writing, and Culture. Web.
Wargo, J.M. (2015). “Every Selfie Tells a Story…” LGBTQ Youth Lifestreams and New Media Narratives as Connective Identity Texts. New Media and Society, 1-19. doi: 10.1177/1461444815612447.
Wargo, J.M. (2015). Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing. Journal of Language and Literacy Education, (11)1, 47-64.
Wargo, J.M. (2014). Sexual Slipstreams and the Limits of Magical Realism: Or, Why a Bisexual Cinderella Just Isn’t That “Queer.” Bookbird, (52)1, 43-50.
REFEREED BOOK CHAPTERS
Wargo, J.M. & Madres, J. (forthcoming). From the Sidelines to the Stonewall? Examining LGBTQ2 Nonfiction as a [Q]ulturally Sustaining Resource for Early and Middle Grades Readers. In Crisp, T., Gardner, R.P., & Knezek, S. (Eds.), Using Diverse Nonfiction in K-8 Classrooms. Urbana, IL: National Council of Teachers of English
Wargo, J.M. & Morales, M. (forthcoming). Making Futures, Composing Worlds: Examining Young Children’s Making as Speculative Design. In Marsh, J., Mclean, C., & Rowsell, J. (Eds), Maker Literacies and Maker Identities in the Digital Age: Playing through Modes and Media. New York: Routledge.
Wargo, J.M. & Morales, M. (forthcoming). Young Children Experimenting with Sound Art: Painting the Politics of Noise in the Early Years Classroom. In Schulte, C. & Park, H. (Eds), Visual Arts with Young Children: Practice, Pedagogy. & Learning. New York: Routledge.
Wargo, J.M. & Apol, L. (2020). “But I Can’t Use This in a Classroom!” Or, Teaching ‘Risky/Risqué’ Young Adult Literature in Colleges of Education. In Cadden, M., Coats, K. & Trites, R.S. (Eds), Teaching Young Adult Literature. MLA Options for Teaching Series. New York: Modern Language Association.
Wargo, J.M. (2020). “I Don’t Write So Other People Notice Me, I Write So I can Notice Myself…” Locating Queer at the Intersection of Rhetoric, Resistance, and Resource-Based Pedagogy. In C. Mayo & M. Blackburn (Eds.), Applying Queer, Trans, and Intersectional Theory to Educational Practice: Student, Teacher, and Community Experiences. New York: Routledge
Wargo, J.M. (2018). “Lines, Lives, and Spacetimemattering: An Intra-Active Analysis of a ‘Once OK’ Writer. In C. Kuby, J. Thiel & K. Spector (Eds.). Posthumanism and Literacy Education: Knowing/Becoming/Doing Literacies (pp.130-141). New York, NY: Routledge.
Smith, A. & Wargo, J.M. (2017). From Ekphrasis to Experience: Digital Writing and the Emerging Communicative Landscapes of Youth Composing Selves. In Mills, K., Stornaiuolo, A., Smith, A., and J.Z. Pandya. (Eds.) Routledge Handbook of Digital Writing and Literacies in Education (pp. 37-49). New York: Routledge
Wargo, J.M. (2017). At the Risk of Feeling Brown in Gay YA: Machismo, Mariposas, and the Drag of Identity. In Bullen, E., Moruzi, K., & M. Smith (Eds.) Emotional Control: Affect and Children’s Texts (pp. 175-190). New York: Routledge
Wargo, J.M. (2016). Queer, Quare, and [Q]ulturally Sustaining. In Brockenbrough, E., Ingrey, J., Martino, W., and N. Rodriguez. (Eds.), Queer Studies and Education: Critical Concepts for the Twenty-First Century. New York: Palgrave Macmillan
Wargo, J.M. (2016). Youth Techtual Economies: The Paradox and Purchase of Equity. In Noblit, G., and W. T. Pink. (Eds.), Education, Equity, and Economy: Crafting a New Intersection (pp.195-214). Cham: Springer International Publishing
EDITORIALS, POETRY & OTHER WRITING
Matos, A.D. & Wargo, J.M. (2019). Editors’ Introduction: Queer Futurities in Youth Literature, Media, and Culture. Research on Diversity in Youth Literature: 2(1), pp. 1-17. Web. http://sophia.stkate.edu/rdyl/vol2/iss1/1
Divergent Award for Excellence in 21st Century Literacies Research 2020
ELATE National Technology Leadership Initiative (NTLI) 2019
CAE Concha Delgado Gaitán Presidential Fellowship 2018
NCTE Promising Research Award (Honorable Mention) 2017
AERA Queer Studies SIG Article of the Year Award 2017
College Composition & Communication Lavender Rhetorics Award for Excellence in Queer 2017 Scholarship’s Dissertation Award
AERA Language and Social Processes SIG Emerging Scholar Award 2016
International Literacy Association’s Inaugural 30 Under 30 Recipient 2015
College Composition & Communication Gloria Anzaldúa Rhetorician Award 2015
Indiana University Courson- Greeves Essay Award 2008
The Rote of Alle Wikkedness: Un-Kyndley Similitude and Langland’s Tree of Charity
Hutton Honors College “Work in Process” Thesis Award 2008