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AREA CHAIR TERMS ARE FOR 3 YEARS

Research focusing on the study of pre-teacher education in literacy:

  • Critical pedagogies, arts, and embodied practices for pre-service teachers
  • Formative experiments; inquiry stance; participatory action research
  • Multiliteracies, discourses, social practices, and social contexts for pre-service teacher
  •  Pre-service teacher cognition, beliefs, reflective practices, and effectiveness
  • Pre-service teacher development, change, and agency
  • Pre-service teacher education theory and practice
  • Pre-service teacher identities (e.g., gender, sexuality, class, race, linguistic)
  • Quantitative and qualitative research studies that address pre-service teacher development
  • The use of technology for pre-service teacher education

Area 1 Co-chairs:

Sam Von Gillern, University of Missouri, svongillern@gmail.com 

Ann Van Wig, Eastern Washington University, avanwig@ewu.edu

Adeline Borti, Grand Valley State University, bortia@gvsu.edu

Research focusing on the study of in-service teacher education and professional development in literacy:

  • Critical pedagogies, arts, and embodied practices for in-service teachers
  • Formative experiments; inquiry stance; participatory action research for in-service teachers
  • In-service teacher cognition, beliefs, reflective practices, and effectiveness
  • In-service teacher development, change, and agency
  • In-service teacher identities (e.g. gender, sexuality, class, race, linguistic)
  • Multiliteracies,discourses, social practices, and social contexts for in-service teachers
  • Professional development theory and practice
  • Quantitative and qualitative research studies that address in-service teacher education/professional development in literacy
  • The use of technology for in-service teacher education/professional development

Area 2 Co-chairs:

Chelsey Bahlmann Bollinger, James Madison University, bahlmacm@jmu.edu

Chad Waldron, Central Michigan University, chad.waldron@cmich.edu

Jill Castek, The University of Arizona, jcastek@arizona.edu

Ann Castle, Michigan State University, Castlean@msu.edujcastek

Research focusing on the nature and effects of literacy instruction and learning, PK-adult:

  • Classroom assessment; alternative assessments; assessment methods
  • Critical pedagogies, arts, and embodied practices in literacy learning/teaching
  • Engagement, critically engaged reading; instruction of students with reading/learning disabilities
  • Formative Experiments; Inquiry Stance; Participatory Action Research
  • Identities (e.g. gender, sexuality, class, race, linguistic) and agency in literacy learning/teaching
  • International perspectives on literacy instruction and literacy learning
  • Instructional practices and teacher effectiveness; program and instructional material effectiveness
  • Interdisciplinary assessments and practices (e.g. arts-based assessments in literacy education)
  • Large scale assessment diagnosis/individual assessment
  • Literacy researchers and their publics; conducting literacy research in varying contexts
  • Multiliteracies (New Literacies Studies), discourses and social practices
  • Quantitative and qualitative research studies that address literacy assessment, learning, and teaching.
  • Technology and literacy assessment, learning and instruction

Area 3 Co-chairs:

Courtney Hattan, Illinois St. University, chattan@unc.edu

Jackie Eunjang Relyea, North Carolina St. University, jackie.relyea@gmail.com

Shireen Al-Adeimi, Michigan State University, aladeimi@msu.edu

Wonki Lee, Purdue University, lee3065@purdue.edu

 

Research focusing on public engagement, evaluation, and public policy:

  • Community and school relationships
  • Critical and historical policy analysis
  • Equity concerns related to assessment evaluation of policy
  • Formation and implications of federal, state and local policies
  • International comparisons and perspectives on literacy policies, assessments and evaluation
  • Policy impact on literacy assessment, learning, and teaching
  • Policies and political discourses
  • Public engagement and evaluation of literacy policies
  • Quantitative and qualitative research studies that address public engagement, evaluation, 
  • and policy in literacy
  • Research impacting public literacy policies
  • Role of politics in standards-based curricula
  • School effectiveness and compensatory programs

Area 4 Co-chairs:

Margaret Opatz, University of Utah, margaret.opatz@utah.edu  

Mikel Cole, University of Houston, mikel.w.cole@gmail.com

Minda Lopez, Texas State University, margaret.opatz@utah.edu

Research focusing on the nature and use of literacy processes in learners of literacy, PK-elementary:

  • Arts and embodied practices
  • Child development
  • Comprehension, metacognition
  • Content-area reading and writing, disciplinary literacies
  • Critical literacy pedagogy
  • Emergent literacy, concepts about print, phonemic awareness, word recognition, phonics instruction
  • Engagement and critically engaged reading; motivation
  • Family and Community literacies
  • Literacy and language development; metalinguistic awareness
  • Multiliteracies (New Literacies Studies)
  • Preschool/Early schooling
  • Spelling; vocabulary; writing
  • Technology and early literacy processes
  • Transnational perspectives

Area 5 Co-chairs:

Jill Freiberg Grifenhagen, NC State University, jfgrifen@ncsu.edu

Zoi Philippakos, University of Tennessee, philippakos@gmail.com

Dana Robertson, Virgina Tech, rdana@vt.edu

Catherine Compton-Lilly, University of South Carolina, comptonlilly@sc.edu

Lindsey Moses, Arizona State University, lindseymoses1@gmail.com

Research focusing on the nature and use of literacy processes among adolescent, college, and adult learners or users of literacy:

  • Adolescent development
  • Arts and embodied practices
  • Critical analysis and interpretation; critical literacy pedagogy
  • Comprehension, writing, spelling, vocabulary
  • Content-area reading and writing; Disciplinary literacies
  • Digital Literacies; technology and literacy
  • Engagement and critically engaged reading
  • Equity and literacy
  • Learning processes and strategies
  • Literacy learning and popular culture; popular education
  • Metalinguistic awareness, metacognition, Motivation
  • Interdisciplinary literacies; multiliteracies (New Literacies Studies)
  • Quantitative and qualitative research studies that address adolescent, adult, and college literacies
  • Transnational perspectives

Area 6 Co-chairs:

Ziva Hassenfield, Brandeis University, zivahassenfeld@brandeis.edu

Corrine Wickens, Northern Illinois University, cwickens@niu.edu

Tierney Hinman, Auburn University, tbh0028@auburn.edu

Research focusing on the critical, cultural, political, and social issues of literacy:

  • Arts and embodied practices
  • Child development
  • Comprehension, metacognition
  • Content-area reading and writing, disciplinary literacies
  • Critical literacy pedagogy
  • Emergent literacy, concepts about print, phonemic awareness, word recognition, phonics instruction
  • Engagement and critically engaged reading; motivation
  • Family and Community literacies
  • Literacy and language development; metalinguistic awareness
  • Multiliteracies (New Literacies Studies)
  • Preschool/Early schooling
  • Spelling; vocabulary; writing
  • Technology and early literacy processes
  • Transnational perspectives

Area 7 Co-chairs:

Kelly Johnston, Baylor University, Kelly_johnston@baylor.edu

Erika Johnson, University of Iowa, erika-johnson@uiowa.edu

Matthew Deroo, University of Miami, deroomat@miami.edu

Mary Beth Hines, Indiana University, deroomat@miami.edu

Research focusing on literacy learning and practices in multicultural, multilingual, intercultural and plurilingual settings:

  • Arts and embodied practices
  • Bilingualism and bi-literacy
  • Critical literacy pedagogy
  • Dialect variation
  • Discourses and social practices
  • Diversity and equity
  • Emergent bilingual/biliteracy
  • Engagement and critical engagement
  • ESL policies and practices
  • Multicultural theory and practice
  • Political issues in multilingual, second language, and bilingual education
  • Quantitative and qualitative research studies that address literacy learning and practice in multicultural, multilingual, intercultural and plurilingual settings
  • Second language learning
  • Sheltered English instruction
  • Technology in multilingual and multicultural settings
  • Translanguaging, linguistic ethnography, language variations
  • Transnational perspectives

Area 8 Co-chairs:

Renata Love Jones, Georgia State University, rjones167@gsu.edu

Chaehyun Lee, Southeastern Oklahoma State University, chaehyunlee11@gmail.com

Margarita Gomez, Loyola University Maryland, mgomez@loyola.edu

Selena Protacio, Western Michigan University, selena.protacio@wmich.edu

Kwangok Song, The University of Kansas, ksong@ku.edu

Research focusing on literature, readers’ interpretations, and textual analysis:

  • Arts and embodied practices
  • Critical literacy pedagogy
  • Discourses and social practices of literary reading
  • Engagement and critical engagement
  • Graphic Novels and Comic Books
  • Historical analyses
  • Literary reading and writing
  • Literary theory
  • Literature across the curriculum
  • Literature and authors
  • Literature and content analyses
  • Literature in schools, libraries, and communities
  • Multicultural literature
  • Reader response theory
  • Identity and literary reading
  • Technology, literature, and textual studies
  • Transnational perspectives

Area 9 Co-chairs:

Ryan Schey, University of Georgia, ryanschey@uga.edu

Roberta Gardner, Kennesaw State University, rgardn21@kennesaw.edu

Mark Lewis, James Madison University, lewis6ma@jmu.edu

Todd Reynolds, University of Wyoming, treynol6@uwyo.edu

Research focusing on the use of technology and media in literacy settings:

  • Adaptive and assistive technologies
  • Alternative media
  • Computer-mediated communication
  • Critical media literacy
  • Digital learning; intermediality
  • Literacy and technology
  • Media literacy; multiliteracies
  • New literacies of the Internet and other Informational Communication
  • Quantitative and qualitative research studies that address literacy media and technology
  • Reading comprehension and digital technology
  • Students’ uses of electronic technologies in and out of school
  • Technologies (ICT)
  • Technology communities

Area 10 Co-chairs:

Scott Storm, Bowdoin College, s.storm@bowdoin.edu 

Emily Howell, Clemson University, South Carolina, esmothe@g.clemson.edu

Darian Thrailkill, East Carolina University, thrailkilll19@ecu.edu

Shea Kerkoff, University of Missouri-St. Louis, kerkhoffs@umsl.edu

Presentations focusing on the literacy research enterprise:

  • Analyses of tensions, dilemmas, issues related to conducting literacy research
  • Considerations for linking past research with current and future research
  • Historical, epistemological, and paradigmatic issues related to literacy research
  • Issues related to the quality of evidence; making and justifying educational claims
  • Issues related to standards of review
  • Issues related to identifying and framing workable problems
  • Literacy researchers and their publics; conducting literacy research in varying contexts
  • Relationship among questions, methods, analysis, and interpretation
  • Relationships between research and policy; relationships between research and practice
  • Strategies for presenting research to various audiences
  • The politics of research; researcher identity; the research community

Area 11 Co-chairs:

Emily Rodgers, The Ohio State University, rodgers.42@osu.edu

Bradley Robinson, Texas State University, bradrobinson@txstate.edu

Research focusing on global perspectives related to literacy learning, literacy instruction, and teacher education in international contexts. 

  • Conducting international research: procedures, ethics, and cultural considerations
  • Global citizenship, global consciousness, and literacy learning and teaching
  • International literacy research initiatives involving non-profit and NGO entities
  • International comparative research on literacy instruction and learning in global settings
  • International perspectives on the history of literacy learning and instruction
  • Literacy assessment, instruction, and learning in global settings
  • Literacy policies and practices in global settings
  • Pre-service and in-service teacher education in global settings
  • Research in international multilingual educational contexts involving promotion of multilingual literacies and language awareness.
  • Research on international researchers, scholars, and students
  • Sociopolitical nature of literacy and language learning in international contexts
  • The use of technology and literacy media in global settings

Area 12 Co-chairs:

Gui Ying (Annie) Yang-Heim, Illinois State University, gayangh@ilstu.edu

Laila Al Salmi, Sultan Qaboos University, lailaalsalmi@squ.edu.om

Julia Gillen, Lancaster University, j.gillen@lancaster.ac.uk

Daily research and study group conversations, held during the lunch hour, focus on topics proposed by the members.


Area 13 Co-chairs:

Emily Machado, University of Wisconsin-Madison, machado3@wisc.edu

Marliese Peltier, Bell State University, marliese.peltier@bsu.edu

Amy Spiker, University of Virginia, aspikeruw@gmail.com

Research on topics and areas not included in any of the categories above or for submissions where Area Chairs are included as participants.


Area 14 Co-chairs:

Hiawatha Smith, University of Wisconsin-River Falls, hiawatha.smith@uwrf.edu

Melanie Reaves, Montana State University Billings, melanie.reaves@msubillings.edu 

Elizabeth Stewart, Eastern New Mexico University, elizabeth.stewart@enmu.edu