Donna Alvermann
Language and Literacy Education (Faculty)
Distinguished Research Professor - RWCLDL
309M Aderhold
Phone: 706.542.7866
Email: dalverma@uga.edu
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?
Reading Adolescents' Reading Identities: Looking Back to See Ahead
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
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
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
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.