Literacy education - M.A.
The masters program in curriculum and instruction with an
emphasis on literacy is thoughtfully designed to balance theory
with practical application in a variety of educational settings.
There is a deep foundation in evaluating current research and
students are encouraged to contribute meaningfully to research
in the field of literacy. Faculty members and students work
together to study at the intersection of the strands of
literacy: children’s and adolescent literature, critical
literacies, English education, language arts, and reading. Literacy research related to diverse learners in urban,
multilingual settings is a central focus of the program. The
course of study is planned in consultation with the adviser to
meet the academic interests and background of the students;
those needs are balanced with the expected foundations in
research and scholarship. Independent scholarship is encouraged
and typically comes in the form of a final project (Plan B) or a
more formal thesis (Plan A).
- 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.
- 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.
Michelle Canto
 After teaching seventh grade language arts for five years at
a middle school in Moorpark, California, I was ready for the adventure
of honing my skills while studying for a master's degree. I looked
into several schools, but ultimately decided that I wanted to be
working with the expert faculty of the University of Minnesota.
When I came to visit the school, I felt at home.
I originally enrolled in the M.A. program in literacy knowing I
would have a difficult time deciding which direction to take my
studies: reading instruction or young adult literature. There have
been rich opportunities to blend these two interests. To push my
studies in a more practical direction, I decided to enroll in the
K-12 reading licensure program. This has given me the ability to
learn from fellow reading teachers of all levels and backgrounds.
Our class discussions have pushed the limits of reading instruction
that I already knew into different directions and challenged me
to work harder to refine the areas I still need to learn.
I have been very interested in young adult literature and what
is it that motivates adolescents to read or not to read. I also
want to learn more about the literature and how it influences young
people and the lives they live. Learning about Louise Rosenblatt’s
transactional theory and reader-response theory has been paramount
to my future practice and studies. I have been analyzing my first
five years of teaching through this new “lens” and I can’t wait
to get back to the classroom to put these ideas into practice.
My studies have been more focused and enriching because of the
careful guidance of my adviser, Lee Galda. She has opened my eyes
to new ideas about literature and the theoretical underpinnings
I feel I should have known about long ago. Lee has been incredibly
encouraging and helpful as I complete research with the eye for
publication in the future.
Course requirements
May 2006
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