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Sarah Jerasa

Assistant Professor, Literacy

Clemson University

United States

Research Interests

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About

Sarah Jerasa is an Assistant Professor in the Literacy department at Clemson University, USA. Her research focuses on the intersection of digital media and literacy education, with recent articles exploring topics such as the influence of TikTok on teacher education and reading practices. Additionally, she examines culturally sustaining approaches to reading instruction and the role of social media in shaping literacy narratives.

Articles (17)

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2026

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Sarah Jerasa

Research Interests

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About

Articles (17)

Analyzing circulation of texts and reciprocal profiting across international platforms TikTok and Webtoon

‘I keep getting TT duds’: Examining sponsorship using algorithmically driven reading recommendations on #BookTok and Webtoons

Relationship Between Social-Emotional Learning, Culturally Responsive Teaching, and Reading: A Scoping Review of the Literature

Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers

A topic modeling analysis of classroom management and content views and engagement on #TeacherTok

Interpreting Diversity in Elementary Content Area Texts: Preservice Teachers’ Curricular Reasoning and Pedagogical Intentions

Open Classroom Climate: A Developmental Asset and Necessary Feature of Public Schools

Teaching through content area texts: Exploring how preservice teachers curate and use anti-bias and culturally sustaining collections

Curating for the classroom: Examining growth in preservice teachers’ selection of social media classroom management content

The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge

From TikTok to TeachersPayTeachers: Examining preservice teachers’ selection of digital media resources related to foundational reading skills

Learning from TikTok: Quality and Reach of #TeacherTok as a Classroom Management Tool for Teacher Education

The #BookTok Connection: Examining Cultural and Linguistic Identity Expression in Online Reading Communities

Writing with, for, and against the algorithm: TikTokers’ relationships with AI as audience, co-author, and censor

Reexamining the Dolch Basic Sight Word List: Contemporary Considerations for Culturally Sustaining Approaches to Assess Sight Word Development

Using Phoneme Discrimination to Help Emergent Bilinguals With Reading Disabilities Acquire New Sounds

BookTok 101: TikTok, Digital Literacies, and Out-of-School Reading Practices

Collaborators (6)

Lindsey W. Rowe

Laveria Hutchison

Karis Jones

Sarah Burriss

Heather Dunham

Lydia Beahm

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