Books

Alatriste, L. & Crosby Grundleger, C. (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.

Crosby, C. & Brockmeier, R. (2017). Community-Engagement, Program Implementation, and Teacher Preparation for 21^stCentury Education.  IGI-Global Publishing.

Crosby, C. & Brockmeier, R. (2017). Student Experiences and Educational Outcomes in Community-Engagement for the 21^stCentury. IGI-Global Publishing.

Journal Articles 

Crosby, C. (2018). Engaging, enriching, and empowering immigrant communities with service-learning and digital reading-writing. The Reading Matrix: An International Online Journal.

Bloch, J. & Crosby, C. (September 2006). Creating a space for virtual democracy, Essential Teacher, 3, 38-41.

Book Chapters

Crosby Grundleger, C. (2020). Transitioning Young English Learners to School Writing Across Grades K-2 with the Language Experience Approach. In L. Alatriste & C. Crosby (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.

Alatriste, L. & Crosby Grundleger, C. (2020). Why we need to consider transitions in teaching second language writing across educational contexts. In L. Alatriste & C. Crosby (2020). Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development. University of Michigan Press.

Crosby, C. (2018). Understanding Online Learners’ Media Literacy for Effective Training of Online Instructors. Handbook of Research on Virtual Training and Mentoring of Online Instructors, Dr. S. Keengwe, Editor.

Crosby, C., Goldschmidt, M., & Ousey, D. (2015). Teaching U.S-Educated Multilingual Writers across Classrooms and Institutions. In M. Roberge, K. Losey, and M. Wald (Eds.). Teaching U.S.-Educated Multilingual Writers: Practices from and for the Classroom.  University of Michigan Press.

Crosby, C. (December 2013). Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners. In S. Keengwe (Ed.), Cross-Cultural Considerations in the Education of Young Immigrant Learners, pp. 130-144, IGI-Global Publishing. 

Crosby, C. (2011). Reading Habits Survey. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 93). Ann Arbor, MI: University of Michigan Press.

Crosby, C. (2011). Academic Literacy Practices of Developmental L1, ESL, and Developmental Immigrant Students. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 14). Ann Arbor, MI: University of Michigan Press.

Crosby, C. (Spring 2010). Academic Identities under Construction: Academic Literacies and Identities of Developmental Immigrant Students. Research and Teaching in Developmental Education, 26, 2, 30-45.

Crosby, C. (2009). Academic reading and writing difficulties and strategies of Generation 1.5 learners. In M. Roberge et al. (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL, Routledge, pp. 105-119. 

Bloch, J. & Crosby, C. (2008, February).  Blogging and academic writing development. In the Handbook of Research on Computer-Enhanced Language Acquisition. (Eds. F. Zhang & B. Barber). IGI-Global Publishing, pp. 36-47.