CURRICULUM VITAE
Dawnene D. Hassett
Assistant Professor, Literacy Studies
Department of Curriculum and Instruction
School of Education
University of Wisconsin – Madison
225 North Mills Street
Madison, Wisconsin 53706
(608) 263-4666
ddhassett@wisc.edu
FORMAL EDUCATION
1999 Ph.D. University of Wisconsin – Madison
Fields of concentration: Curriculum & Instruction, Literacy Studies, Critical and Social Theories of Education
Thesis: The Literacy Matrix: Reading, Writing, and Technologies of Practice
1988 M.S. University of Wisconsin – Madison
Field of concentration: Reading Education
Wisconsin State Certifications: K-12 Reading Specialist; K-12 Reading Teacher
1986 B.S. University of Wisconsin – Madison
Area of study: Elementary Education
POSITIONS HELD
| 2002-present | Assistant Professor, Department of Curriculum and Instruction, University of Wisconsin-Madison, Madison, WI. |
| 2000-2002 | Assistant Faculty Associate, Department of Curriculum and Instruction, University of Wisconsin-Madison, Madison, WI. Responsibilities included: administering the Wisconsin State Reading Teacher and Reading Specialist Licensure Programs; instructor in the literacy area. |
| 1998-1999 | K-12 Reading and Language Arts Resource Teacher, Madison Metropolitan School District, Madison, WI. |
| 1990-1998 | District (PK-12) Reading and Language Arts Coordinator, Mount Horeb Area School District, Mount Horeb, WI. |
| 1997-1999 | Associate Lecturer, Department of Curriculum and Instruction, University of Wisconsin-Madison, Madison, WI. |
| 1990 | Supervisor, School of Education Practicum for Reading Teachers, Lincoln Elementary School, Madison Metropolitan School District, Madison, WI. |
| 1987-1990 | Elementary School Teacher, Mount Horeb Area School District, Mout Horeb, WI. Kindergarten, First Grade, Third Grade. |
PUBLICATIONS
*denotes peer review; #denotes work completed prior to UW-Madison faculty position
Journal Articles
1. *Hassett, D. D. (2010). Technologies and truth games: Research as dynamic method. Language Arts, 87(6), 457-464.
2. *Hassett, D. D. (2009). Children’s literature as foundational to early reading success: Using the Charlotte Zolotow award collection in early childhood teacher education. Journal of Early Childhood Teacher Education, 30(4), 1-22.
3. *Hassett, D. D., & Curwood, J. S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 62(4), 270-282.
4. *Hassett, D. D. (2008). Teacher flexibility and judgment: A multidynamic theory for early childhood literacy instruction. Journal of Early Childhood Literacy, 8 (3), 297-330.
5. *Hassett, D. D., & Schieble, M. B. (2007). Finding space for the visual in K-12 literacy instruction. English Journal, 97 (1), 62-68.
6. *Hassett, D. D. (2006). Signs of the times: The governance of alphabetic pint over “appropriate” and “natural” reading development. Journal of Early Childhood Literacy, 6 (1), 77-103.
7. *Hassett, D. D. (2006). Technological difficulties: A theoretical frame for understanding the non-relativistic permanence of traditional print literacy in elementary education. Journal of Curriculum Studies, 38 (2), 135-159.
8. *Hammerberg [Hassett], D. D. (2004). Comprehension instruction for socioculturally diverse classrooms: A review of what we know. The Reading Teacher, 57 (7), 2-12.
9. #*Hammerberg [Hassett], D. D. (2001). Reading and writing hypertextually: Children’s literature, technology, and early writing instruction. Language Arts, 78 (3), 207-216.
Book Chapters
10. Hassett, D. D. (2010). New literacies in the elementary classroom: The instructional dynamics of visual-texts. In K. Hall, U. Goswami, C. Harrison, S. Ellis & J. Solier (Eds.), Interdisciplinary perspective on learning to read: Culture, cognition and pedagogy, (pp. 87-100). New York: Routledge.
11. Hassett, D. D., & Schieble, M. B. (2010). Finding space and time for the visual in K-12 literacy instruction. In M. Cappello & B. Moss (Eds.), Contemporary Readings in Literacy Education (pp. 325-331). Thousand Oaks: SAGE Publications. [Reprinted NCTE English Journal article.]
12. Hammerberg [Hassett], D. D. (2004). Technologies of the self in classrooms designed as “learning environments”: (Im)possible ways of being in early literacy instruction. In B. M. Baker & K. Heyning (Eds.), Dangerous coagulations? The uses of Foucault in the study of education (pp. 359-382). New York: Peter Lang.
13. Hammerberg [Hassett], D. D. & Grant, C. A. (2001). Monocultural literacy: The power of print, pedagogy, and epistemological blindness. In Schmidt, P. R. & Mosenthal, P. B. (Eds.), Advances in reading / language research, vol. 9: Reconceptualizing literacy in the new age of pluralism and multiculturalism (pp. 65-88). Greenwich, CT: Information Age Publishing.
14. #Hammerberg [Hassett], D. D. (1999). Disrupted assumptions: Social and historical constructions of literacy, illiteracy, and e-literacy. In L. Lundahl & T. Popkewitz (Eds.), Education, Research, and Society (pp. 13-46). Umeå, Sweden: Umeå University.
Minor Publications
15. Hassett, D. D. (2005). Reading hypertextually: Children’s literature and comprehension instruction. New Horizons, XI (2),
16. Hammerberg [Hassett], D. D. (2004). Multiple ways to make meaning: Children’s literature, hypertextuality, and early writing instruction. In M. Pereyra (Ed.) Nuevos alfabetismos, multialfabetismos [New Literacies, Multiliteracies]. Malaga: Ediciones Aljibe. [Reprinted 2001 Language Arts, 78(3) article in Spanish.]
17. #Hammerberg [Hassett], D. D. (1997). Oppression; The other. In C. A. Grant & G. Ladson-Billings (Eds.) Dictionary of multicultural education, pp. 204-205; 207-208. Phoenix, AZ: Oryx Press.
PUBLICATIONS IN PRESS
18. *Gomez, M. L., Schieble, M. B., Curwood, J. S., and Hassett, D. D. (in press). Technology, learning, and instruction: Distributed cognition in the secondary English classroom. Literacy.
PUBLICATIONS IN PREPARATION
19. *Hassett, D. D. (revise and resubmit). Reading remixed: Comprehension instruction in the new literacy age. [formerly titled: Hypertexts and intertexts: Rethinking comprehension instruction]. Manuscript submitted to the Journal of Literacy Research.
20. *Hassett, D. D. (in progress). I got your back, baby: Theories of transmediation in kindergarten reading-writing. Manuscript to be submitted to Journal of Literacy Research.
21. *Hassett, D. D. (in progress). Illumination and insight: Knowledge as a visual art in K-2 literacy instruction. Manuscript in progress for Educational Theory or The Journal of Curriculum Theorizing.
22. *Hassett, D. D. (in progress). Concepts about print in a post-typographic world: Theorizing what is natural and appropriate in early literacy curriculum. Manuscript in progress for Visual Communication.
FUNDED RESEARH GRANTS
2007-2008 New Literacy in the Elementary Classroom. Funded by the Graduate School of the University of Wisconsin-Madison’s Competitive Grants Program, $50,329.
2008-2009 Digital Literacies and Elementary Writing Instruction. Funded by the Graduate School of the University of Wisconsin-Madison’s Competitive Grants Program, $35,402.
INVITED PRESENTATIONS
Hassett, D. D. (2009, March). Reading remixed: Comprehension instruction in the new literacy age. Early childhood literacy: Exploring new means and methods. Oxford Round Table, Lincoln College, Oxford University, Oxford, England.
Hassett, D. D. (2007, January). New literacies in the elementary classroom: Pushing the boundaries of reading, writing, and text. Invited keynote speaker, Economic and Social Research Council Seminar Series, Cambridge University, Cambridge, England.
RESEARCH PAPERS AND PRESENTATIONS
*Hassett, D. D. (2009, December). A remixed model of the reading/writing process: The semiotic scaffolds of visual-texts. National Reading Conference (NRC): Albuquerque, NM.
*Hassett, D. D. (2009, December). Teacher flexibility and judgment: A multidynamic theory for early childhood literacy instruction. National Reading Conference (NRC): Albuquerque, NM.
*Hassett, D. D. & Curwood, J. S. (2009, December). Pedagogies of multiliteracies: Using multimodal texts in elementary classrooms. National Reading Conference (NRC): Albuquerque, NM.
*Hassett, D. D., & Curwood, J. S. (2009, May). Teaching visual literacy using hypertextual books. International Reading Association (IRA) Annual Convention: Minneapolis, MN.
*Hassett, D. D., & Curwood, J. S. (2009, April). Theories and practices of multimodal education: Semiotics and the instructional dynamics of new literacies. Sociocultural dimensions of language and literacy learning (Language and Social Processes SIG). American Educational Research Association (AERA): San Diego, CA.
*Hassett, D. D., & Schieble, M. B. (2008, November). Finding space for the visual: Graphic novels and cueing systems. The visual and op-art: Graphic novels and non-fiction comics with attitudes and cues (Cathy Farrell, Chair; Betty Jane Wagner, Discussant). National Council for Teachers of English (NCTE) Annual Conference: San Antonio, TX.
Hassett, D. D., & Wambold, B. S. (2008, September). Election connections: Shaping democracy through literacy, k-3. Teaching about the up-coming elections, k-12. A workshop so-sponsored by: The UW-Madison School of Education, The Wisconsin Education Association Council, and the Madison Metropolitan School District. Madison, WI: Pyle Center.
*Hassett, D. D. (2008, July). Multidynamic literacy instruction: Using visual and interactive texts in the elementary classroom. Hybrid stories, hybrid identities: Conceptualizing performance texts (with Erica Halverson, Jen Scott Curwood, & Alecia Marie Magnifico). Games, Learning, Society Annual Conference, UW-Madison.
*Hassett, D. D. (2007, June). New literacies in the elementary classroom. The 26th Annual University of Wisconsin Reading Research Symposium, U.W.-LaCrosse and the Wisconsin State Reading Association: Madison, WI.
*Hassett, D. D. (2007, April). Playing with language and literature: A hybrid theory for early childhood literacy instruction. Language and Literacy Practices, Early Education and Child Development SIG. American Educational Research Association (AERA): Chicago, IL.
*Hassett, D. D. (2007, April). Technologies and truth games: A methodological approach for analyzing literacy instruction. Foucault, Marx, Gramsci, and Justice in Society and Schools: The Role of Math and English Literacies in the Construction of "Authentic" Citizenships, Foucault and Education SIG. American Educational Research Association (AERA): Chicago, IL.
*Hassett, D. D., & Schieble, M. (2007, April). Constructing meaning through image/text relations: New texts, new contexts, and implications for literacy instruction. Literacy and Meaning-Making Processes: Mediational Tools and Image-Text Relations, Cultural and Historical Research SIG. American Educational Research Association (AERA): Chicago, IL.
*Hassett, D. D. (2006, November). Concept about print in early literacy: The governance of “natural” and “appropriate” reading development. Understanding Literacy Development: Intertextuality, Self-Correction, and Conceptions of Print. National Reading Conference: Los Angeles, CA.
*Hassett, D. D. & Schieble, M. B. (2006, November). Finding space for the visual: Making sense of the relationship between text and image in K-12 literacy instruction. Engaging Students with Multimodal Texts (Kevin Leander, Vanderbilt, Chair). National Reading Conference: Los Angeles, CA.
*Hassett, D. D. (2006, April). Author, other: The death of socioculturalism in K-3 writing instruction. The Double Character of Freedom: The Art of Government and the Possibility and Viability of Self-Governance, Foucault and Education SIG Chair: David W. Hursh (University of Rochester); Discussant: Patricia A.L. Ehrensal (Fordham University). American Educational Research Association (AERA): San Francisco, CA.
*Hassett, D. D. (2006, April). The death of the other: Technologies of the self in the elementary writing curriculum. Postmodern Conditioning: The Constitution of Subjectivity in School Subjects, Division B4, Historical and Philosophical Studies of Curriculum, Chair: Barbara J. Thayer-Bacon (The University of Tennessee); Discussant: Gert J. Biesta (University of Exeter) American Educational Research Association (AERA): San Francisco, CA.
*Hassett, D. D., & Hatch, K. L. (2005, November). Size Matters: Small Classes and Early Literacy Instruction. National Reading Conference: Miami, Florida.
*Hassett, D. D. (2005, April). Concepts about print in a post-typographic world. Paper presented for Division B2, Curriculum Theory. American Educational Research Association (AERA): Montreal, Canada.
*Hassett, D. D. (2005, April). Signs of the times: The governance of alphabetic print over appropriate and natural reading development. Paper presented for the Early Education and Childhood Development Special Interest Group. American Educational Research Association (AERA): Montreal.
*Hassett, D. D. & Hatch, K. (2005, April). Foundations of early literacy success: Making the most of small classes. Paper presented for the Early Education and Childhood Development Special Interest Group, Early childhood policy in practice: The case of class size reduction. American Educational Research Association (AERA): Montreal.
*Hammerberg [Hassett], D. D. (2004, April). No child left in the wake of “No Child Left Behind”: Children’s literature and foundations for early reading success. No Child Left Behind: Need We Say More? (Yes!), Division B3, Curriculum Design, Evaluation, Policy, and Reform, Edy Stoughton, Teachers College, Chair/Discussant. American Educational Research Association (AERA): San Diego, California.
*Hammerberg [Hassett], D. D. (2003, April). Hypertexts and intertexts: (Re)theorizing curriculum and instruction around reading comprehension. Theorizing Curricular Practice: Things that Go “Bump” in School, Division B2, Curriculum Theory, Don Moore, Michigan State University, Discussant; Irfan Muzaffar, Michigan State University, Chair. American Educational Research Association (AERA): Chicago, Illinois.
*Hammerberg [Hassett], D. D. (2003, April). Making meaning in sociocultural contexts: Comprehension instruction for culturally and linguistically diverse classrooms. Division B5, Diversity and Curriculum Studies. American Educational Research Association (AERA): Chicago, Illinois.
*Hammerberg [Hassett], D. D. (2002, April). Windows into brains and souls: Identity and assessment. The “freak show”: How educational institutions finalize identities, Division B5, Diversity and Curriculum Studies, D. Jean Clandinin, University of Alberta, Discussant. American Educational Research Association (AERA): New Orleans, Louisiana.
*Hammerberg [Hassett], D. D. & Heyning, K. (2002, April). Curriculum and reflection: The narrative self in teacher education programs and research. Ways of studying curricular practices, Division B2, Curriculum Theory, Tom Barone, Arizona State University, Discussant. American Educational Research Association (AERA): New Orleans, Louisiana.
*Hammerberg [Hassett], D. D. (2001, April). Freedom and resistance in the classroom as a learning environment. Paper presented at the American Educational Research Association (AERA) Professional Development and Training Pre-session Conference, New Trends in Qualitative Research: The Uses of Foucault, Seattle, Washington.
*Hammerberg [Hassett], D. D. (2001, April). Reading in hypertext, writing on lines: The author-function in children’s literature and early writing instruction. Roundtable paper presentation at American Educational Research Association (AERA): Seattle, Washington.
#*Hammerberg [Hassett], D. D. (2001, April). Monocultural literacy. Roundtable paper presentation at American Educational Research Association (AERA): Seattle, Washington.
#*Hammerberg [Hassett], D. D. (2000, October). Reading and writing hypertextually. Paper presented at the International Reading Association Midwest Divisional Conference, St. Louis, Missouri.
#*Hammerberg [Hassett], D. D. (2000, April). The literacy matrix: reading, writing, and technological difficulties. Paper presented for the panel session, The aesthetico-political techniques of educating, Nancy Lesko, Teachers College, Chair; Valerie Walkerdine, University of Western Sidney, Discussant. American Educational Research Association (AERA): New Orleans, Louisiana.
#*Hammerberg [Hassett], D. D. (1999, April). Autopoiesis and histories of literacy. Paper presented for the panel session, Writing curriculum history as an autopoietic effect, Bernadette Baker, University of Wisconsin-Madison, Chair; Tom Popkewitz, University of Wisconsin-Madison, Discussant. American Educational Research Association (AERA): Montreal, Canada.
#Hammerberg [Hassett], D. D. (1997, March). Virtually literate: Electronic technologies and the paradoxes of being “e-literate.” Paper presented at the International Symposium on Educational Reform: Cross National Perspectives, Madison, Wisconsin.
#Hammerberg [Hassett], D. D. (1996, December). Disrupted assumptions: Social and historical constructions of literacy, illiteracy, and e-literacy. Paper presented at the International Symposium on Educational Reform: Cross National Perspectives, Umeå University, Umeå, Sweden.
#*Hammerberg [Hassett], D. D. (1996, October). The virtual spaces exposed by disruption: Educational possibilities and limitations regarding literacy, illiteracy, and e-literacy. Paper presented for the panel session, Women destabilizing history, Journal of Curriculum Theory (JCT) Annual Conference on Curriculum Theory and Classroom Practice, DuBose Conference Center, Monteagle, Tennessee.
#*Hammerberg [Hassett], D. D. (1996, April). Foucault’s genealogy and the construction of the literate/illiterate subject. Paper presented for the panel session, Race, class, and gender, American Educational Research Association (AERA): New York, New York.
#*Hammerberg [Hassett], D. D. (1993, October). Utilizing authentic assessment. Presentation at the Wisconsin State Reading Association (WSRA) Fall Conference, Stevens Point, Wisconsin.
#*Hammerberg [Hassett], D. D. (1992, March). Invite them, they will come: Involving parents in the school reading program. Presentation at the Wisconsin State Reading Association (WSRA) Spring Conference, Milwaukee, Wisconsin.
UNIVERSITY TEACHING
#Associate Lecturer, University of Wisconsin-Madison, Department of Curriculum and Instruction, 1997-1999
C&I 504, Remedial Reading
(Fall 1997, Spring 1998)
C&I 369, Teaching Language Arts – Preschool through Middle School
(Fall 1998)
C&I 503, Developmental Reading in Secondary Schools
(Fall 1998)
C&I 305, Integrating Reading with the Other Language Arts
(Spring 1998)
C&I 840, Fieldwork in School Reading Programs
(Fall 1998, Spring 1999)
#Assistant Faculty Associate, University of Wisconsin-Madison, Department of Curriculum and Instruction, 2000-2002
C&I 369, The Teaching of Language Arts
(Spring 2000, Spring 2001, Fall 2001, Spring 2002)
C&I 500, Literacy and Language Development
(Fall 2001)
C&I 604, Seminar in Literacy, Topic One: Literacy and Language Development
(Summer 2000, Summer 2001, Summer 2002)
C&I 604, Seminar in Literacy, Topic Two: Literacy Assessment and Intervention
(Spring 2000, Spring 2001, Summer 2002)
C&I 632, Literature and Literacy
(Fall 2000)
C&I 805, Guiding and Directing School Reading Programs
(Fall 2000)
C&I 840, Fieldwork in School Reading Programs
(Fall 2000)
C&I 976, Reading, Writing, and Assessment: Contemplating Best Practice
(Fall 2000, Spring 2002)
Assistant Professor, University of Wisconsin-Madison, Department of Curriculum and Instruction, 2002-present
C&I 369, The Teaching of Language Arts
(Fall 2003)
C&I 500, Literacy and Language Development
(Fall 2005)
C&I 604, Seminar in Literacy, Topic One: Literacy and Language Development
(Fall 2006, Fall 2007, Fall 2008, Fall 2009)
C&I 604, Seminar in Literacy, Topic Two: Literacy Assessment and Intervention
(Spring 2004, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010)
C&I 805, Guiding and Directing School Reading Programs
(Fall 2002, Fall 2004, Fall 2006, Fall 2008, Fall 2010)
C&I 840, Fieldwork in School Reading Programs
(Fall 2002, Fall 2004, Fall 2006, Fall 2008, Fall 2010)
C&I 976, Reading, Writing, and Assessment: Contemplating Best Practice
(Spring 2003, Spring 2004)
C&I 976, Reading and Writing Hypertextually
(Spring 2005, Spring 2006)
C&I 976, Issues in Literacy: Hot Topics
(Summer 2006)
C&I 976, New Literacies in the Elementary Classroom
(Spring 2008)
C&I 976, Seminar: Wisconsin Reading Research Symposium
(Summer 2007, Summer 2008, Summer 2009)
C&I 976, Seminar: Reading and Writing with Interactive Visual-Texts, K-8
(Spring, 2010)
ADVISING
Advisees Currently Active (2009-2010):
Doctoral: 3
Masters: 27
Special Student Certification: 39
Bachelors: 7
Advisees Completed as Assistant Professor (Fall 2002-present):
Doctoral: 2
Masters: 68
Special Student Certification: 36
Reading Teacher and Reading Specialist License Advisees as Assistant Faculty Associate (Fall 2000–Summer 2002):
Masters: 29
Special Student Certification: 5
UNIVERSITY SERVICE
University Committees and Affiliations
| 2009-present | Games, Learning, Society Group Member |
| 2005-2008 | Faculty Senate |
| 2003-present | Visual Culture Group Member |
Presentations
| Sept. 2006 | Education and the Culture of Print in Modern America Center for the History of Print Culture in Modern America Wisconsin Historical Society and U.W. Madison Session: Story Book Design |
Other University Service
| Summer 2002 | Researcher, Charlotte Zolotow Grant Proposal CCBC, the Department of C&I, and the U.W. Foundation Using high-quality children’s literature in pre- and early elementary schools |
SCHOOL OF EDUCATION SERVICE
| 2005-present | Cooperative Children’s Book Center (CCBC) Advisory Board Member |
| 2005-2007 | School of Education, New Student Orientation |
| Nov-Dec 2002 | School of Education Office of Education Outreach, Workshop for Educators of Grades PK-8 Reading – What does it really mean for no child to be left behind? Opening texts: Comprehension instruction and hypertextual reading. 11/15/02 & 12/10/02, Pyle Center, Madison, Wisconsin. |
| Nov. 2002 | National Education Week Presentation: Opening Texts Brown bag lunch seminar, November 21, 2002. |
DEPARTMENTAL SERVICE
Wisconsin State Reading Teacher (316) and Reading Specialist (317) License Programs
| 2000-present | Direct the Wisconsin State Reading Teacher & Reading Specialist Licensing Programs, Department of Curriculum and Instruction
|
| 2000-2001 | Changed and updated the programs
|
Reading Recovery Training Center
| Oct. 2007 | Guest Presentation for Reading Recovery Teacher Leaders Concepts about Print in Early Literacy |
| 2003-2004 | Reading Recovery Search Committee Co-Chair |
| 2000-2002 | Reading Recovery Proposal Writing Met with people locally and from across the state to assess needs, coordinate efforts between the U.W. and the Reading Recovery Council of North America (RRCNA), coordinate efforts between the U.W. and the North American Trainer’s Group (NATG), gather letters of support from teachers, political leaders, and administrators from across the state, and other meetings and phone calls for planning and recruiting purposes |
Department of Curriculum and Instruction Committees
| 2000-present | Elementary Education Committee |
| 2004-present | Elementary Education Admissions |
| 2007-2009 | Personnel Committee, Department of Curriculum & Instruction |
| 2008 | Math Education Search Committee |
| 2007-2008 | Literacy Area Search Committee |
| 2007 | Elementary Education Pre-planning and Planning Committee |
| 2007 | Literacy Area External Review Committee |
| 2007 | Elementary Education Mission Statement Committee |
| 2003-2006 | Graduate Programs Committee |
| 2001-2002 | Reading Recovery Search Committee |
| #2001 | Electronic Portfolios Committee, Elementary Education |
Departmental Presentations / Guest Lecturer / Training Sessions
| 2000-present | Guest speaker for various courses in the Department of Curriculum and Instruction |
| Feb. 2006 | Reading, Writing, and Text: Pushing the Boundaries of Early Literacy Curriculum and Instruction Presentation to C&I Faculty, Staff, and Students |
| Apr. 2005 | Training for Azerbaijan teachers visiting U.W.-Madison Integrating literacy into social studies |
| 2000-2004 | Training sessions for undergraduates in the literacy semester Writing instruction and assessment; Literacy instruction in Madison Schools |
SERVICE TO THE STATE OF WISCONSIN
Wisconsin Reading Research Symposium
| 2007-2008 | Organizer, 27th Annual Wisconsin Reading Research Symposium One Size Fits No One: The Social, Cultural, and Political Contexts of Literacy Education Co-sponsored by the Morgridge Chair in Reading Pyle Center in Madison, June 27-28, 2008 Coordinated 15 speakers and all events |
| June 2007 | Presenter, 26th Annual Wisconsin Reading Research Symposium New Literacies in the Elementary Classroom Hosted by U.W.-LaCrosse in Madison, Wisconsin |
Wisconsin State Reading Association / Wisconsin Professors of Reading / Wisconsin Title I
| 2000-present | Wisconsin Professors of Reading All professors of reading/literacy from the UW system campuses as well as the private colleges meet at least once per year to discuss literacy issues as related to state and University responsibilities. |
| 2000-present | Wisconsin State Reading Association (WSRA) Active participant in WSRA, which provides leadership and professional development in literacy across Wisconsin. |
| Feb. 2008 | Staying on the cutting edge: A preview of the 27th annual reading research symposium. Wisconsin State Reading Association Spring Conference. |
| Oct. 2004 | Opening texts: Comprehension instruction and hypertextual reading. Presentation for the Wisconsin Title I Association Annual Conference, Crowne Plaza Hotel, Madison, Wisconsin. |
| Oct. 2002 | Wisconsin Professors of Reading Presented on the RAND report, Reading for Understanding: Toward an R&D Program in Reading Comprehension, October 11-12. |
Wisconsin Department of Public Instruction (DPI)
| Apr. 23-25, 2007 | DPI Review of Teacher Certification Programs WI State Reading Teacher and Reading Specialist Licensure Programs |
| 2005-2006 | Developed materials for the DPI Adolescent Reading Toolkit Project, Schools Identified for Improvement |
| 2004-2005 | Reading First Leadership Team |
| Oct. 2001 | Comprehension instruction for culturally and linguistically diverse classrooms DPI Literacy Showcase, Madison, Wisconsin. |
| 2000-2001 | Organized and coordinated speakers from the DPI’s Office of Educational Accountability (and elsewhere) to form an Assessment Panel for students in C&I 500, 632, 675, 840, and 976. |
State School District Consultant / Literacy Content Specialist (#denotes work completed prior to UW-Madison position)
| 2003 | Literacy Collaborative Representative Hortonville School District, Hortonville, Wisconsin |
| 2003 | The Role of the District Reading Specialist School Board Presentations in Mount Horeb and Sauk, Wisconsin |
| #1993 | School Evaluation Consortium Consultant for Clinton School District Clinton, Wisconsin |
Other State Service
| 2003-2004 | Dane Districts Online & Madison Metropolitan School District Organized to examine learning objects, methods of metatagging, and digital repositories |
| 2003 | College Readiness 21 Task Force member An initiative designed to help low income, disadvantaged students and first-generation college prospects successfully complete high school and pursue higher education. |
| 2000 | Co-author, Wisconsin Idea Undergraduate Fellowship (WIF) Proposal with Professor Beth Graue Accepted by the Morgridge Center for Public Service |
LOCAL SERVICE
Presentations
| Sept. 2004 | Reading hypertextually: Children’s literature and comprehension instruction. Madison Area Reading Council (MARC) Dinner Presentation, Madison, WI |
Local Consultant / Literacy Content Specialist / Professional Development
| March 2008 | Glendale Elementary School “Friendly Observer,” Mickey Buehl, Principal School-wide evaluation of Glendale’s literacy programming Madison Metropolitan School District |
| Feb. 2007 | Consultant, Verona School District, Verona, Wisconsin Developing a Model for Literacy Coaching Facilitated two half-day meetings with principals, Learning Resource Coordinators and Reading Teachers. Their goal was to create a model of literacy coaching for their school district. |
| 2003 | Mendota Mental Health Institute (K-12th grade teachers) Inservice Sessions Adapting Best Practices in Literacy Instruction U.W.-Madison Speakers Bureau |
| 2003 | Comprehensive School Reform Grant (CSRG) Assistance with High School Literacy Programming (e.g., Traits of a Reader) to support MMSD’s Affiliated Alternatives Schools. |
| 2002 | Madison Country Day School PK-5 Needs Assessment of Reading and Language Arts Programs |
| 2000-2003 | Coordinated activities between the U.W. Literacy Area and other area schools, such as:
|
| # Jan.–Mar. 1999 | The Six-Trait Analytic Writing Model Taught 5-week, 10 hour (one credit), Professional Advancement Course Orchard Ridge Elementary School, Madison Metropolitan School District |
| #Sept. 1997 | Guest Lecturer: Reading and Language Arts Methods Edgewood College, Department of Education Course 676: Methods and Curriculum in Learning Disabilities |
| #1992-1997 | Annual Community Volunteer Training Sessions Trained Volunteers for the After School Reading Program Evangelical Lutheran Church, Mount Horeb, Wisconsin |
| # Nov. 1997 | Emergent Literacy: Strategies, Literature, and Phonemic Awareness Teacher Inservice Training Session (1 credit) Mount Horeb Early Learning Center, Mount Horeb, Wisconsin |
| # Sept. 1997 | Homework Helpers: Study Strategies for Your Student Parent Learning Sessions for “Parent’s Place” Mount Horeb Public Library, Mount Horeb, Wisconsin |
| #1996-1997 | Teaching Writing Skills by Using the Writing Process Teacher Inservice Focus Groups Mount Horeb Intermediate Center, Grades 3-5, Mount Horeb, Wisconsin |
| #1995-1997 | Teaching Spelling in the Context of Writing Teacher Inservice Focus Groups, Grades 1-8 Mount Horeb Primary Center, Intermediate Center, and Middle School |
| #1993-1996 | Authentic Assessment Techniques Yearly Teacher Inservice Focus Groups, Grades K-8 Mount Horeb Area School District, Mount Horeb, Wisconsin |
| #1990-1996 | Integrating Reading and Writing into the Curriculum Teacher-Training Sessions for Writing Thematic Units of Study, Grades K-8 Mount Horeb Area School District, Mount Horeb, Wisconsin |
| #1990-1992 | Using Children's Literature for Reading Instruction Teacher Inservice Focus Groups, Grades 1-4 Mount Horeb Area School District, Mount Horeb, Wisconsin |
| # Jan.-Feb. 1992 | Using Portfolios in the Classroom Six-Week (one credit) Teacher Training Course Mount Horeb Area School District, Mount Horeb, Wisconsin |
| #Oct.-Nov. 1990 | Teaching Reading to Diverse Learners Six-Week (one credit) Teacher Training Course, Mount Horeb, Wisconsin |
| #1990-1992 | Aligned Mount Horeb Remedial Reading Program to State Standards (Program awarded exemplary rating in 1992) |
| #1989-1990 | East High School Volunteer Teacher for High School Dropouts |
Local Committees
| 2000-present | Madison Metropolitan School District Literacy Council |
| 2002-2004 | Madison Metropolitan School District’s Affiliated Alternative Schools Comprehensive School Reform Grant |
| 2000-2004 | Technology Grant U.W. and Madison Metropolitan School District |
| 1999-present | Madison Area Reading Council (MARC) Active participant in MARC, which provides leadership and professional development in literacy within the Madison area. |
| #1990-1998 | Chairperson, PK-12 Communications Committee Mount Horeb Area School District, Mount Horeb, Wisconsin Met National & State Standards for English Language Arts |
| #1990-1998 | Coordinator / Standing Member, Literature Selection Committees Mount Horeb Area School District, Mount Horeb, Wisconsin Led grade/school level teams in selecting children’s/young adult literature |
| #1996-1997 | Co-chair, Curriculum and Instruction Council Mount Horeb Area School District, Mount Horeb, Wisconsin |
| #1993-1996 | Chairperson, K-12 Assessment Committee Mount Horeb Area School District, Mount Horeb, Wisconsin |
| #1992-1996 | Issues and Curriculum Council, Mount Horeb, Wisconsin |
SERVICE TO THE PROFESSION
Conference Organizer / Chair
| 2006-present | Listserv Manager, Foucault and Education Special Interest Group (SIG) American Educational Research Association |
| 2001-2005 | Chair, Foucault and Education SIG American Educational Research Association |
| Apr. 2005 | Chair and Organizer, Foucault and Education SIG Invited Panel Demography and Democracy in the Age of Accountability Hannah Tavares, University of Hawaii – Manoa Tom Popkewitz, University of Wisconsin – Madison Jan Masschelein and Maarten Simons, University of Leuven (Belgium) Bernadette Baker, University of Wisconsin – Madison |
| 2004 | Reconceptualizing Early Childhood Education Conference Committee |
| Apr. 2002 | Co-Organizer, Professional Development and Training Pre-Conference Community & Diversity: Postmodern Perspectives on Borders and Margins Pre-conference of the American Educational Research Association Co-sponsored by Foucault and Education SIG; Division A, Section 3; Disability Studies in Education SIG; and Semiotics in Education SIG |
Conference Session Chair / Discussant / Panel Member
| Apr. 2009 | Session Chair and Discussant, Curriculum and Critical Literacy Practices American Educational Research Association, Division B1 |
| Apr. 2004 | Session Chair, The Discipline of Knowing Subjects American Educational Research Association, Foucault and education SIG |
| Apr. 2003 | Invited Panel Member, Postmodern Perspectives on Technologies of Difference and Education Professional Development and Training Pre-Conference American Educational Research Association |
| Apr. 2003 | Discussant, Annual Invited Address of the Foucault and Education SIG Dr. Avner Segall, Michigan State University, Presenter Topic: Disturbing Practice: Reading Teacher Education as Text |
Editorial Boards of Journals
| 2009-present | Wisconsin English Journal |
| 2008-present | Journal of Early Childhood Literacy |
Ad Hoc Journal Manuscript Reviewer
| International Journal of Applied Semiotics | Journal of Curriculum Studies |
| Journal of Early Childhood Literacy | Literacy |
Conference Proposal Reviewer
| 1997-present | American Educational Research Association
|
| 2004-present | National Reading Conference |
Other Professional Activities
| 2006 | Evaluator, Preschool Teacher of the Year Award Healy Communications |
| 2006 | Associated Press Interview Family Reading Night |
| 2006 | Reviewer of research proposals for Katholieke Universiteit, Leuven, Belgium |
| #Apr-May, 1998 | Member of a 5-Panel Literacy Area Review Team Elementary and Secondary Undergraduate Literacy Programs University of Wisconsin-Madison |
Organizational Memberships
| American Educational Research Association | Language and Social Processes SIG (AERA) |
| Foucault and Education SIG (AERA) | Madison Area Reading Council (MARC) |
| International Reading Association (IRA) | National Council of Teachers of English (NCTE) |
| Wisconsin State Reading Association (WSRA) | Cooperative Children’s Book Center (CCBC) |
