Literacy education
The literacy education program has traditionally been one
of the strongest in the country. Program faculty are leading
scholars in the areas of children’s/adolescent literature, critical
literacy, English education, reading, and writing. Literacy
education faculty have won teaching awards at various universities
across the country; they have served as presidents of literacy
organizations, journal editors, committee chairs and executive
board members for organizations such as NCTE, IRA, and NRC and
program chairs for conferences; they oversee numerous research
projects, serving as project directors for federal grants, and
they are authors of important journal articles, books, and materials
for scholars as well as K-12 teachers and learners. This unique
group of individuals offers a breadth of expertise and perspectives
on literacy issues that currently face researchers, teachers,
and learners in this country and internationally.
The true strength and heart of our program resides in our
former graduate students—who now have positions as literacy
educators and researchers all across the country—and our current
students, who bring a wealth of ideas and experiences with them
to enrich our daily interactions. Our graduates secure careers
in university and college teaching, research, curriculum development,
and administration of literacy programs. We invite you to become
part of this large and extended community!
Degree program information in literacy education
- Ph.D.: for experienced
professionals who want to develop advanced research, knowledge,
and leadership skills in their chosen field
- M.A.: a research-based
master's degree for individuals who want to develop research
and teaching skills, and advanced knowledge in their chosen
field
The following program links will take you to Student Services
Note: Adult basic literacy is also offered
as a program at the College, but it is housed in the
Department of Work and Human Resource Education.
Faculty
- Richard Beach
Rick is the author/editor of 15 books; his most recent
books include Teaching Literature to Adolescents,
Teaching Media Literacy through the Web, Multidisciplinary
Perspectives on Literacy Research, and Inquiry-based
English Instruction. He conducts research in the areas
of response to literature/media, composition, and inquiry-instruction.
- Deborah Dillon
Deborah’s research focuses on the literacy practices of
teachers and learners in K-12 schools, including the role
of motivation in engaged reading. Her work has been funded
by the National Science Foundation and the U. S. Department
of Education. Deborah has published 4 books, including
Kids InSight: Reconsidering How to Meet the Literacy
Needs of All Students, and she is past president of
the National Reading Conference.
- Lee Galda
Lee’s research and teaching interests focus on children
and adolescents and their literature. Lee is a fellow in
the National Conference on Research in Language and Literacy,
and an active member of several other organizations, including
service as a member of the 2003 Newbery Committee for the
Association for Library Service to Children, American Library
Association (ALA). Lee’s recent books are Literature
and the Child (6th edition), coauthored with Bernice
Cullinan, and Reading and Responding in the Middle Grades,
coauthored with Michael Graves.
- Lori Helman
Lori’s research examines the early stages of literacy development,
in particular for students who are learning English as a
new language. She also works with teachers to understand
and implement effective instructional practices with English
learners. Lori is coauthor of Words Their Way with English
Learners.
- Mary Jacobson
Mary
is a lecturer in literacy and coordinates the K-12
reading licensure program.
- Tim Lensmire
Tim’s research explores the teaching and learning of writing
as a form of democratic living, and how white people learn
to be white in our white supremacist society. His books
include When Children Write: Critical Re-Visions of the
Writing Workshop and Powerful Writing, Responsible
Teaching.
- Cynthia Lewis
Cynthia’s current research focuses on critical engagement
in English classrooms in urban schools. She is interested
in literacy as a critical practice with an emphasis on social
identity as it shapes classroom discourse, response to literature,
and adolescents’ uses of digital media. Cynthia’s books
include Literary Practices as Social Acts: Power, Status,
and Cultural Norms in the Classroom and Reframing
Sociocultural Research: Identity, Agency, and Power
(co-edited with Patricia Enciso and Elizabeth Moje). Both
books were awarded the Edward Fry Book Award.
- David O'Brien
David works collaboratively with school-based colleagues
to study adolescent literacy, to help construct supportive
programs for adolescents using literacy practices across
the curriculum, and to support struggling adolescent readers.
- Rebecca Tisdel
Rapport
Rebecca is a lecturer in children's literature and elementary
grade literacy. Currently, she is the editor for
New
Books for Young Readers and serves on the advisory
boards of
Minnesota
Storytime, and the
Kerlan Friends.
- Barbara Taylor
Barbara’s research interests focus on school-wide reading
improvement, and she is currently helping 51 Reading First
schools in Minnesota improve students' reading achievement
in grades K-3. Barbara is also the director of the
Minnesota Center for Reading
Research at the University of Minnesota.
Student profile
James Nyachae Michira
After teaching as a lecturer of Swahili linguistics and literature
at the University of Nairobi, I wanted to pursue a Ph.D. in
a scholarly environment that would offer fresh perspectives
and challenge me to grow as a scholar. University of Minnesota
was just the place. Since coming to the U, I have come to adopt
a more critical stance, perspective ,and interpretation in the
field of literacy — both of my own beliefs and practices, as
well as what I expect of others. As an educator, I believe that
it is important to do so. There are so many things that we take
for granted and let pass without even interrogating them and
we fail to learn as a result.
My interests have developed during my four years at the U
as my thinking shifted. My interests now lie in the teaching
of adolescent and young adult literature. However, my growing
exposure to the intersection of education and power has seen
me shift towards policy issues of choices that we either make
or censor. Through interpretive research, I am seeking the real
reasons behind those choices and policies. I have conducted
research in Kenyan schools analyzing the intersection of the
Catholic Church’s beliefs, government regulation, and teachers
in novel selection and implementation. By making transparent
the avenues of power, I hope that all parties can come to a
better understanding of how decisions are truly made.
I will be conducting further research in Kenya next year
as part of writing my dissertation.
More info
Resources
Professional organizations
May 2006
|
