James Damico

1.1k total citations
50 papers, 606 citations indexed

About

James Damico is a scholar working on Sociology and Political Science, Education and Literature and Literary Theory. According to data from OpenAlex, James Damico has authored 50 papers receiving a total of 606 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Sociology and Political Science, 19 papers in Education and 15 papers in Literature and Literary Theory. Recurrent topics in James Damico's work include Educator Training and Historical Pedagogy (14 papers), Literacy, Media, and Education (12 papers) and Climate Change Communication and Perception (8 papers). James Damico is often cited by papers focused on Educator Training and Historical Pedagogy (14 papers), Literacy, Media, and Education (12 papers) and Climate Change Communication and Perception (8 papers). James Damico collaborates with scholars based in United States, United Arab Emirates and Singapore. James Damico's co-authors include Mark Baildon, Gina N. Cervetti, Michael Pardales, P. David Pearson, Hannes E. Leetaru, Scott M. Frailey, Marisa Exter, Cheryl L. Rosaen, Edward Mehnert and Ted Hall and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Journal of Media Literacy Education.

In The Last Decade

James Damico

46 papers receiving 487 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
James Damico United States	13	299	245	238	67	63	50	606
Kim Chuan Goh Singapore	8	240 0.8×	15 0.1×	62 0.3×	13 0.2×	21 0.3×	18	383
Sara Tolbert New Zealand	13	313 1.0×	46 0.2×	153 0.6×	85 1.3×	4 0.1×	47	501
Suzanne S. Choo Singapore	11	254 0.8×	89 0.4×	116 0.5×	15 0.2×	21 0.3×	35	335
Joanne O’Mara Australia	12	270 0.9×	138 0.6×	179 0.8×	116 1.7×	39 0.6×	53	447
Kristie Gutierrez United States	7	224 0.7×	14 0.1×	67 0.3×	63 0.9×	8 0.1×	33	380
Rob Gibson Germany	3	273 0.9×	595 2.4×	69 0.3×	104 1.6×	19 0.3×	5	1.1k
Carrie Tzou United States	9	218 0.7×	29 0.1×	84 0.4×	92 1.4×	10 0.2×	24	370
Adrian Lundberg Sweden	10	173 0.6×	113 0.5×	30 0.1×	28 0.4×	6 0.1×	31	454
Kenneth Wolf United States	10	480 1.6×	27 0.1×	24 0.1×	54 0.8×	3 0.0×	24	581
William McClune United Kingdom	12	441 1.5×	40 0.2×	109 0.5×	233 3.5×	17 0.3×	43	593

Countries citing papers authored by James Damico

Since Specialization

Citations

This map shows the geographic impact of James Damico's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by James Damico with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites James Damico more than expected).

Fields of papers citing papers by James Damico

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by James Damico. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by James Damico. The network helps show where James Damico may publish in the future.

Co-authorship network of co-authors of James Damico

This figure shows the co-authorship network connecting the top 25 collaborators of James Damico. A scholar is included among the top collaborators of James Damico based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with James Damico. James Damico is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Damico, James, et al.. (2021). Less than One Percent is not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008 to 2019. Digital Commons - University of South Florida (University of South Florida). 17(1). 1. 6 indexed citations

Beach, Richard, et al.. (2020). Fostering Preservice and In-Service ELA Teachers’ Digital Practices for Addressing Climate Change. Digital Commons - University of South Florida (University of South Florida). 20(1). 4–36. 4 indexed citations

Damico, James, et al.. (2018). Media Literacy and Climate Change in a Post-Truth Society. Journal of Media Literacy Education. 10(2). 11–32. 21 indexed citations

Damico, James, et al.. (2016). Designing Inquiries That Matter: Targeting Significance, Diversity, and Fit. Voices from the Middle. 23(3). 25–32. 6 indexed citations

Damico, James, et al.. (2016). Coming to Know about Sacrifice Zones and Eco-Activism: Teaching and Learning about Climate Change. Digital Commons - University of South Florida (University of South Florida). 3(1). 11. 1 indexed citations

Damico, James & Mark Baildon. (2015). Rethinking Reliability after Students Evaluate a Facebook page about Health Care in Singapore. 5(1). 51–63. 5 indexed citations

Damico, James & Ted Hall. (2015). The Cross and the Lynching Tree: Exploring Religion and Race in the Elementary Classroom. Language Arts. 92(3). 187–198. 6 indexed citations

Baildon, Mark & James Damico. (2011). Judging the Credibility of Internet Sources: Developing Critical and Reflexive Readers of Complex Digital Texts.. Social Education. 75(5). 269–273. 4 indexed citations

Damico, James, et al.. (2010). Dwelling in the Spaces between "What Is" and "What Could Be": The View from a University-Based Content Literacy Course at Semester's End.. 6(2). 103–110. 3 indexed citations

10.

Baildon, Mark & James Damico. (2010). Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom. 23 indexed citations

11.

Damico, James, et al.. (2009). Where We Read From Matters: Disciplinary Literacy in a Ninth‐Grade Social Studies Classroom. Journal of Adolescent & Adult Literacy. 53(4). 325–335. 26 indexed citations

12.

Carter, Stephanie Power, et al.. (2008). The Time Is Now! Talking with African American Youth about College. Voices from the Middle. 16(2). 47–53. 1 indexed citations

13.

Baildon, Mark & James Damico. (2008). Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation. Teaching and Teacher Education. 24(6). 1645–1657. 7 indexed citations

14.

Damico, James, et al.. (2007). Black Youth Employ African American Vernacular English in Creating Digital Texts. The Journal of Negro Education. 76(1). 80. 9 indexed citations

15.

Campano, Gerald, et al.. (2007). National Mandates and Statewide Enactments: Inquiry in/to Large-Scale Reform.. Scholarworks@UNIST (Ulsan National Institute of Science and Technology). 6(3). 76–91. 2 indexed citations

16.

Damico, James, et al.. (2006). Exploring Freedom and Leaving a Legacy: Enacting New Literacies with Digital Texts in the Elementary Classroom. Language Arts. 84(1). 1–11. 15 indexed citations

17.

Damico, James. (2005). Evoking Hearts and Heads: Exploring Issues of Social Justice through Poetry. Language Arts. 83(2). 137–146. 20 indexed citations

18.

Damico, James. (2005). Multiple Dimensions of Literacy and Conceptions of Readers: Toward a More Expansive View of Accountability. The Reading Teacher. 58(7). 644–652. 8 indexed citations

19.

Damico, James, et al.. (2004). From Answers to Questions: A Beginning Teacher Learns to Teach for Social Justice.. Language Arts. 82(1). 36. 12 indexed citations

20.

Cervetti, Gina N., Michael Pardales, & James Damico. (2001). A TALE OF DIFFERENCES: COMPARING THE TRADITIONS, PERSPECTIVES, AND EDUCATIONAL GOALS OF CRITICAL READING AND CRITICAL LITERACY. 4(9). 0–0. 135 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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