Faculty
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Department of Language and Literacy Education |
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
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.
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.
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