Portfolio: Published Research
by Haley Jacks (2019)
The Institute for Statecraft
This publication examines the current gaps in media literacy education across U.S. schools and offers strategies for integrating digital citizenship instruction into classrooms. Drawing on global examples and local community resources, the paper provides practical approaches for fostering ethical, informed, and responsible engagement with media and technology.
I presented this research at the 2019 Leadership for Professional Learning Symposium at Cambridge University
by Haley Jacks and Dr. Ricki Ginsberg (2020)
ALAN Review, 2020
**Colorado State University SURE Grant awarded to fund this project**
This research explores how mental health is represented in young adult literature, examining the potential influence on self-injurious behaviors among teens. Co-authored with Dr. Ricki Ginsberg, the study highlights strategies for incorporating social-emotional learning and trauma-informed practices into English Language Arts classrooms, aiming to support students’ well-being and encourage open dialogue about mental health.
I co-presented this research and led a small-group session with Dr. Ricki Ginsberg at the Colorado Language Arts Society Conference in November, 2019
*Invited to speak at 2020 National Council of Teachers of English Conference, but was cancelled due to COVID-19*
Prompt-Based Writing Samples
This piece was written in response to a structured research prompt requiring a 1,500–2,000-word analytical essay on knowledge, power, and politics in education. The assignment called for original research framing, critical engagement with theory and empirical literature, reflexive analysis of researcher positionally, and connections between education policy debates and real-world global challenges. This sample demonstrates my ability to synthesize scholarship, respond precisely to a complex brief, and articulate policy-relevant arguments with clarity and depth.
Written in response to a formal academic brief requiring two independent 2,000-word submissions, this essay presents a comparative analysis of educational equity deficits in the United States and the United Kingdom, arguing that education access and activism are global—not solely national—policy imperatives. Submitted alongside my published piece on misinformation and media literacy, the sample demonstrates my ability to construct and defend evidence-based arguments, synthesize international policy contexts, and engage critically with interconnected education reform debates.