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
- M.Ed./initial licensure in English education: for individuals seeking communications, arts, and literature licensure to teach in grades 5-12
- M.Ed./professional studies: for licensed teachers and other professionals interested in gaining advanced knowledge and skills with specific emphasis in English education
- Reading (K-12) additional licensure: an 18-month program for licensed teachers
- Teaching writing and critical literacy certificate: a 15-credit program for degree- seeking and non-degree seeking students
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
- Reading, writing, and emoticons ;), Connect! Summer 2007
- Choosing a degree
- CI courses with a focus on literacy and English education
- Learning to teach: Teacher education programs
- Profiles of M.Ed. students
Resources
Professional organizations
Revised September 2009
