Li, G., Anderson, J., Carr, W., & Hare, J. (2018). Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families, and communities. Journal of Family Diversity in Education, 3(1). (2100 word introduction to special issue).
Anderson, J., McTavish, M. & Kim. J. (2017). Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Associationhttp:// literacyworldwide.org/pcr
Anderson, J., McTavish, M. & Kim. J. (Principal authors, 2017). Early literacy learning for immigrant and refugee children: Parents critical roles.Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Invited essay, “Scholars Speak Out” series, Journal of Language and Literacy Education, http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
Anderson, J., & Morrison, F. (2000). The PALS Handbook: Creating and sustaining a Culturally Responsive Family Literacy Program. Langley, British Columbia Langley School District.
Anderson, J. (1994). Interference. In A. Purves (Ed.), Encyclopedia of English Studies and Language Arts (p. 653). New York: Scholastic.
Anderson, J., & Chapman, M. (1994). Teaching activities to accompany Chapter 2. In V. Froese (Ed.) Teachers’ manual to accompany Whole-language: Practice and theory (2nd ed.). Scarborough, ON: Allyn & Bacon.