Donna Alvermann


Language and Literacy Education (Faculty)dalverma

Distinguished Research Professor - RWCLDL

309M Aderhold
Phone: 706.542.7866
Email: dalverma@uga.edu

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Distinguished Research Professor
Donna E. Alvermann is Distinguished Research Professor of Language and Literacy Education at the University of Georgia. Formerly a classroom teacher in Texas and New York, her research focuses on youth’s multiple literacies in and out of school. From 1992 to1997 she co-directed the National Reading Research Center, funded by the U.S. Department of Education. With over 100 articles and chapters in print, her books include Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms (5th ed.), Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy, Bridging the Literacy Achievement Gap, Grades 4-12, and Adolescents and Literacies in a Digital World (3rd printing). Past president of the National Reading Conference (NRC) and co-chair of the International Reading Association’s Commission on Adolescent Literacy, she currently edits Reading Research Quarterly. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, the Albert Kingston Award for Distinguished Service, and the College Reading Association’s Laureate Award and the H.B. Herr Award for Contributions to Research in Reading Education, and the William S. Gray Citation of Merit awarded by the International Reading Association.

Useful Links
Academia.edu (contains more of my work)
Alliance for Excellent Education
Image, Language, and Sound: Making Meaning with Popular Culture Texts
Narrative Approaches

Effective Literacy Instruction for Adolescents
Adolescent Aliteracy: Are Schools Causing It?
Seeing Themselves as Capable and Engaged Readers: Adolescents and Re/Mediated Instruction

Papers/Chapters

Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research?

Literacy Practices in Afterschool Web-based Youth Communities (Final Report Prepared for the Robert Bowne Foundation)

Reading Adolescents' Reading Identities: Looking Back to See Ahead

Writing for Research Journals

Teaching Preservice Teachers to Read the Discourse of School Reform

Popular Literacies in an Era of ‘Scientific’ Reading Instruction

Literacy on the Edge: How Close are We to Closing the Literacy Achievement Gap

Teaching and Learning in Reading

Struggling Adolescent Readers: A Cultural Construction

Young People’s Relationships with Reading

What Could Professional Wrestling and School Literacy Practices Possibly Have in Common?

Children’s Everyday Literacies: Intersections of Popular Culture and Language Arts Instruction

Literacy Identity Work: Playing to Learn with Popular Media

Mentoring and Reporting Research: A Concern for Aesthetics

Middle and High School Students’ Perceptions of How They Experience Text-Based Discussions: A Multi-Case Study

On Writing Qualitative Research

Fandom and Critical Media Literacy

Interrupting Gendered Discursive Practices in Classroom Talk About Texts

Ways of Knowing are Ways of Seeing: A Response to Roller

Classroom Discussion of Content Area Reading Assignments: An Intervention Study

Adolescents’ Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs

Dissolving Learning Boundaries: The Doing, Re-Doing, and Undoing of School

Ned and Kevin: An Online Discussion that Challenges the Not-Yet Adult Cultural Model

Viewpoint

Media, Information Communication Technologies (ICT), and Youth Literacies: A Cultural Studies Perspective

Literacy Intervention Programs at the Middle and High School Levels

Exemplary Literacy Instruction in Grades 7-12: What Counts and Who’s Counting?

Technology Use and Needed Research in Youth Literacies

Contributions of Generic and Subject-Specific Perspectives on Teaching

Effective Literacy Instruction for Adolescents

Effective Literacy Instruction for Adolescents (The JLR Version of the Online “White Paper”)

Grappling with the Big Issues in Middle Grades Literacy Education

Literacy Identity Work: Playing to Learn with Popular Media

Multiliteracies and Self-Questioning in the Service of Science Learning

Narrative Approaches

Science After School: Putting Everyday Literacies to Work in the Service of Classroom Learning

Research in Reading Education

Alvermann, D. E. (2006-2007). Principal Investigator. “Preparing the Next Generation of Middle School Teachers: An Online Adolescent Literacy Course.” Funded by the Carnegie Corporation of New York.
Research in Reading Education
Alvermann, D. E. (2006-2007). Principal Investigator. “Preparing the Next Generation of Middle School Teachers: An Online Adolescent Literacy Course.” Funded by the Carnegie Corporation of New York.
Alvermann, D. E. & J. D. Marshall. (Co-Principal Investigators). (2006).  “Literacy Practices in Afterschool Web-based Youth Communities.” Funded by the Robert Bowne Foundation, New York City.